Lesson Title:
The Wonderful World of Weather
By: Lauren D. Nelson
Instructional Coach: Chris Gibler
Description: Learners explore weather and the effect is has on our daily life
by experimenting with weather instruments.
Learners will build on their
prior knowledge, correct misconceptions, and keep weather journals while
exploring the wonderful world of weather.
Grade Level: 5
Essential Questions: How do we forecast weather?
 Sub Question: How does weather affect us?
Student Learner Objectives:
The students will be able to…

Use simple strategies to determine meaning and increase
vocabulary for reading;

Ask question and make inferences about the weather;

Recognize different weather instruments and their purpose;

Explore the weather using weather instrument;

Define weather;

Identify ways weather affects our daily lives.
Science GLEs:
Strand 5:
Processes and Interactions of the Earth’s Systems (Geosphere,
Atmosphere, and Hydrosphere)
2. Earth’s systems (geosphere, atmosphere, and hydrosphere) interact
with one another as they undergo change by common processes -Continued
F. Climate is a description of average weather conditions in a
given area due to the transfer of energy and matter through
Earth’s systems
Scope and Sequence Water Cycle and Weather
a. Identify and use appropriate tools (i.e., thermometer,
anemometer, wind vane, rain gauge, satellite images,
weather maps) to collect weather data ( i.e., temperature,
wind speed and direction, precipitation, cloud type and
cover.)
b. Identify and summarize relationships between weather
data (e.g., temperature and time of day, cloud cover and
temperature, wind direction and temperature) collected
over a period of time.
Featured Textbook:

Grade Level 5: Unit B: Earth Science: Chapter 8, Lesson 4, pages 242245; Lesson 5, pages 246-249

SF Materials: Grade 5: Earth Science Leveled Readers: “Weather
Patterns”, “Changing Weather”, “Drought”
Featured Picture Books:
Title: Come On, Rain
Author: Karen Hesse
Illustrator: Jon J. Muth
Publisher: Scholastic, Inc.
Year: 1999
Summary: A young girl eagerly awaits a
coming rainstorm to bring relief from the
oppressive summer heat.
Time Needed: This lesson will take several class periods.
Suggested
scheduling is as follows:
Day 1:
Engage with read aloud Come On, Rain by Karen Hesse
and KWL.
Day 2 :
Explain with Scott Foresman Leveled Readers and through
class discussions involving KWL.
Explore
using
homemade
weather
instruments
and
kestrel.
Day 3:
Explain with Weather Instruments Foldable.
Elaborate by rereading Come On, Rain.
Day 4:
Evaluate with Weather Instruments quiz.
Day 5:
Elaborate/Evaluate with Weather Journal (see: Scoring
Rubric for Weather Journal).
Elaborate by introducing Project Bud Burst (relating to
the world around us).
Academic Vocabulary:

Weather: the state of the atmosphere with respect to wind, temperature,
cloudiness, moisture, pressure, etc.

Thermometer: an instrument for measuring temperature.

Anemometer: any instrument for measuring the speed of wind

Wind Vane: a device, as a rod to which a freely rotating pointer is
attached, for indicating the direction of the wind.

Rain Gauge: an instrument that collects and measures rainfall.

Weather Maps: a map or chart showing weather conditions over a
wide area at a particular time, compiled from simultaneous
observations at different places.

Temperature: the degree of hotness or coldness of a body or an
environment.

Precipitation: rain, snow, sleet, dew, etc, formed by condensation of
water vapor in the atmosphere.

Forecast: a prediction, especially as to the weather.
Depth of Knowledge:
 Day 1:
Engage: read aloud and KWL (DOK 1,2)
 Day 2:
Explain leveled reader and KWL (DOK 1,2)
Explore: weather stations and kestrel (DOK 2, 3)
 Day 3:
Explain: weather tools foldable (DOK 2)
Elaborate: rereading (DOK 2)
 Day 4:
Evaluate: Quiz (DOK 2)
 Day 5:
Elaborate/Evaluate: journal (DOK 3)
Elaborate: Project Bud Burst (DOK 3)
Materials Needed:

Come On, Rain by K. Hesse

clear, plastic bottle

S. Foresman Leveled Readers

water

student pages

rubbing alcohol

small coffee can

modeling clay

plastic wrap

food coloring

scissors

sleeve of a large, old long-

straw

index card

needle and thread

rubber band

string

clear jar

wire

ruler

small rock
sleeved shirt
Lesson Narrative:
Day 1: Engage: In whole group, read aloud the book, Come On, Rain by
Karen Hesse. This story will engage students by getting their minds thinking
about how the weather affects our daily life.
Use reading strategies of
questioning and inferring while reading to deepen students’ comprehension.
Day 2: Explain: In small groups or partners, have students read from the
Scott Foresman Leveled Readers.
BEFORE they begin reading, have the
students fill out the “I Wonder” section of an “I Wonder/I Learned” Chart.
AFTER they have finished reading the Leveled Reader, have them complete
the “I Learned” section. Also, have them record any questions they may still
have about weather and weather instruments.
Return to the KWL Chart
from Day 1 and evaluate students understanding through classroom
discussion.

Formative Assessment: Use class discussion, as well as, “I Wonder/I
Learn”
chart
as
a
form
of
assessment.
Listen
for
student
misconceptions and ask questions to see if students are beginning to
form connections about the use of weather instruments and the
collection of weather information. Go back and review if necessary.
Explore: After discussing the KWL and our Leveled Readers, tell students
that they are going to be a member of Room 21 Action Weather Team.
Don Harman (local weatherman) is sick and the students of James
Lewis Elementary School (current elementary school) must have
today’s forecast to dress appropriately for the weather.
Divide students into four-person teams. Explain that they will be following
the directions on the student pages at each station (barometer, wind vane,
thermometer, and rain gauge) to create their groups weather instrument.
They musts also use the “Room 21 Action Weather Team” worksheet to
complete the assignment. Once the assignment is finished, come back as a
class and discuss. Use KWL chart if needed.

Formative Assessment: Use class discussion, as well as, “5th Grade
Action Weather Team” worksheet as a form of assessment. Listen for
student misconceptions and ask questions to see if students are
beginning to form connections about the use of weather instruments
and the collection of weather information.
Go back and review if
necessary.
Day 3: Explain: Have students explain what they have learned about each
weather instrument using a Flab Book Foldable.
Flap Book: Flap books allow students to analyze and expound
upon multiple parts within a given system. Variations of this
template include both horizontal and vertical layouts with 3 to 5
flaps.
Example Flab Book:
*idea found at: http://printcutfold.com/activities.html
(see bibliography)
Have students label foldable on the bottom and each weather instrument on
the outside of each flap. Then, under each flap, they should draw a picture
of the corresponding weather instrument.
Finally, have them explain how
this weather instrument is essential in forecasting the weather.

Formative Assessment: Use students’ foldable a form of assessment
(see attached rubric).
Review to see if students understand the
purpose of each weather instrument. Go back and review if necessary.
Elaborate: Reread the book Come On, Rain by Karen Hesse. Ask students
to think about the weather instruments from the day before.
Have them
thinking about which instruments Tess could have used or might have
needed to see what the weather was going to be like. Have them imagine
how they would feel if they were Tess. As a class, discuss how the weather
influenced her life.
Day 4: Evaluate: For the Weather Instruments Quiz, students will need to
work individual at their desks (summative evaluation- see attached Weather
Instruments Quiz)

Summative Assessment: Each student will take a final quiz for a grade
(see attached Weather Instruments Quiz) and to assess their
knowledge before moving on.
At this point students should have a
clear understanding of how and why instruments are used to predict
weather.
Day 5: Elaborate/Evaluate: As students prove their understanding that
weather is made up of temperature, wind speed, wind direction, air
pressure, humidity, and precipitation, have them begin keeping their own
weather journal (see: Scoring Rubric for Weather Journal).
Each day, for
homework, students will be asked to look up the weather and record
information regarding each aspect that makes up weather. Also, have them
record how each day’s weather might have an impact on their life. What will
they wear? How will they stay warm/cool? Tips for staying safe during the
current weather?
Elaborate: Now that students can verbalize their knowledge about the
weather and how it affects humans’ lives, begin looking at how weather
affects the life around us. With the help of Project Bud Burst, students will
be able to choose a plant on school grounds and begin to track how weather
has an impact on its life cycle. Students will be asked to record observations
and
collect
data
about
the
plant
each
day
for
the
website
http://neoninc.org/budburst/index.php, and additional observations and
data about the weather for classroom research.
*Disclaimer: Students have had prior instruction about the water
cycle, precipitation, air masses, and cloud type.
Misconceptions:
1. Weather is just rain, snow, sleet, or hail.
2. Meteorologists create the weather.
3. Weather is over a long period of time.
Safety Concerns:
Safety rules established for science experiments in the classroom should be
reviewed prior to any investigation.
 Watch your eyes. Wear safety goggles anytime you are working with
chemicals (rubbing alcohol) or sharp objects (scissors and sewing
needles).
 Keep it clean. Always clean up when you have finished. Put
everything away and wipe your work area. Wash your hands.
Reading Comprehension Strategies:
Questioning: “Proficient readers ask themselves questions before, during,
and after reading. Questioning allows readers to construct meaning, find
answers, solve problems and eliminate confusion as they read.
It
motivates readers to move forward in the text. Asking questions is not
only a critical reading skill, but it is as the heart of scientific inquiry and
can lead students into meaningful investigations.”- Picture Perfect Science
Lessons (pg. 13)
Inference: “Reading between the lines, or inferring, involves learners
merging clues from the reading with prior knowledge to draw conclusions
and interpret the text. Good readers make inferences before, during, and
after reading. Inferential thinking is also an important science skill and
can be reinforced during reading instruction.”- Picture Perfect Science
Lessons (pg. 13)
General Suggestions:
Students:

Giving the groups fun names makes lessons more fun. Try
connecting the names to the actual unit. For example, for this
unit you may group students in rain, snow, sleet, and hail.
Teachers:

Have all materials for Science Weather Stations set-up prior to
students entering your room for science.

Teacher should have chart paper out and ready before beginning
the lesson.
Bibliography:
Books:
Ansberry, Karen Rohrich, and Emily R. Morgan. Picture-perfect Science
Lessons, Expanded 2nd Edition: Using Children's Books to Guide
Inquiry, 3-6. Arlington, VA: NSTA, 2010. Print.
Hesse, Karen, and Jon J. Muth. Come On, Rain. New York: Scholastic, 1998.
Print
Scott Foresman Science: Teacher’s edition. 2006. Glenview, IL: Pearson
Education, Inc.
Websites:
"Print, Cut and Fold: Creative Technology Projects." Print, Cut, Fold- Creative
Technology Projects. Web. 01 Aug. 2011.
<http://printcutfold.com/activities.html>.
"Teacher Page." Crestview Local Schools. Web. 01 Aug. 2011.
<http://www.crestviewlocal.k12.oh.us/ces/staff/kershner/excel/foldabl
erubric.html>.
"Welcome to Project BudBurst." NEON. Web. 01 Aug. 2011.
<http://neoninc.org/budburst/index.php>.
Wicker, Crystal. "Weather Wiz Kids." Weather Wiz Kids Weather Information
for Kids. 2011. Web. 01 Aug. 2011.
<http://www.weatherwizkids.com/>.
Fun Weather Websites:
The Weather Channel: Kids!
http://www.theweatherchannelkids.com/weather-games/
Web Weather for Kids
http://eo.ucar.edu/webweather/games.html
Learning Games for Kids
http://www.learninggamesforkids.com/weather_games.html
Student Pages: (see attached)
What Do You Know About Weather?
K
W
What questions do you still have about weather?
L
Name:
Date:
I Wonder/I Learned
Weather Instruments
I wonder…?
I learned…!
MAKE YOUR OWN
BAROMETER


http://www.weatherwizkids.com/
MATERIALS:






small coffee can
plastic wrap
scissors
straw
index card
rubber band
PROCESS:



Tightly cover the top of the coffee
can with plastic wrap, using a rubber
band to hold the plastic wrap in place.
The cover should be tight making the
can airtight.
Place the straw horizontally or
sideways on the plastic wrap so that
two-thirds of the straw is on the can.
MAKE A RAIN
GAUGE
http://www.weatherwizkids.com/
MATERIALS:


clear jar
ruler
PROCESS:
Put a jar outside in an open area before it
starts raining.


Tape the straw to the middle of the
plastic wrap so that it will not fall off.
Tape an index card to the can behind
the straw. The straw will act as a
pointer on the card.
Carefully record the location of the
straw on the index card with a pencil.
If desired, marks can be drawn on the
index card to make observing the
changes easier.
After 15 minutes, record the new
location of the straw on the index
card. Continue checking and recording
the straw location as often as you
want.
EXPLANATION:
High pressure will make the plastic cave in
and the straw go up. Low pressure will make
the plastic puff up and the straw go down.
If possible, check your measurements with a
real barometer.
After it stops raining, measure how many
inches of rain are in the jar with your ruler.
*You can also use a jar to see how much
water is in snow. Put an inch of snow in a jar,
then bring it inside and let it melt. Heavy
wet snow will have a lot more water in it than
dry fluffy snow.
EXPLANATION:
You have just created your own rain gauge
and can measure how much rain/precipitation
you received from the storm.
MAKE A
THERMOMETER
http://www.weatherwizkids.com/
MATERIALS:






clear, plastic bottle (11oz. water
bottle works)
water
rubbing alcohol
clear plastic drinking straw
modeling clay
food coloring
PROCESS:
Fill about 1/4 of the bottle full with equal
parts of water and rubbing alcohol.
Add a few drops of food coloring.
MAKE A WINDSOCK
http://www.weatherwizkids.com/
MATERIALS:





sleeve of a large, old long-sleeved
shirt
needle and thread
string
wire
small rock
PROCESS:
Cut one sleeve off an old long-sleeved shirt.
Bend the wire into a circle. Make sure it is
the same size as the top of the sleeve.
Put the straw in the bottle, but do not let it
touch the bottom.
Use the modeling clay to seal the neck of
the bottle, so the straw stays in place.
(Make sure the straw does not touch the
bottom of the bottle.)
Hold your hands on the bottom of the bottle
and watch the mixture move up through the
straw.
EXPLANATION:
Why does this happen? Just like any
thermometer, the mixture expanded when it
was warmed. This made the mixture no
longer fit in the bottom of the bottle. As
the alcohol expanded, the colored mixture
moved up through the straw. If they bottle
were to get extremely hot, the mixture
would have come up through the top of the
straw
Place the wire into the top end of the
sleeve. Take the needle and thread and
stitch it, so the wire will stay in place.
You have just now made the mouth of the
windsock.
Now, place the rock in some cloth on one
edge of the wire. Sew it on tight to hold it in
place.
Tie the string onto the wire opposite the
rock.
Tie the other end of the string to a branch
where it can move freely. The rock will keep
the windsock facing into the wind.
EXPLANATION:
Now, your windsock is working! Use a
compass to find out from which direction
the wind is blowing.
Fifth Grade Action Weather Team
Group Name:
Group Members:
Weather Instrument:
BEFORE GOING OUTSIDE:
1. What can this weather instrument tell you about the weather?
AFTER GOING OUTSIDE:
2. What did you observe about the weather?
3. What did this instrument tell you about the weather?
4. Do you need more information to forecast the weather? If so, why?
SCORING RUBRIC FOR FLAP BOOK FOLDABLE
Name:
CATEGORY
Required
Elements
Labels
Date:
4
The foldable
includes all
required elements
as well as
additional
information.
3
2
1
All required
elements are
included on the
foldable.
All but 1 of the
required
elements is
included on the
foldable.
Several required
elements were
missing.
Many items of
importance on
the foldable are
clearly labeled.
Labels are too
small, messy OR
no important
items were
labeled.
All items of
Almost all items
importance on the of importance on
foldable are clearly the foldable are
labeled.
clearly labeled.
Graphics Relevance
All graphics are
related to the topic
and make it easier
to understand.
All graphics are
related to the
topic and most
make it easier to
understand.
All graphics
relate to the
topic.
Graphics do not
relate to the
topic.
Attractiveness
The foldable is
exceptionally
attractive in terms
of design, layout,
and neatness.
The foldable is
attractive in
terms of design,
layout and
neatness.
The foldable is
acceptably
attractive
though it may
be a bit messy.
The foldable is
distractingly
messy or very
poorly designed.
It is not
attractive.
Totals:
Comments:
Adapted from
http://www.crestviewlocal.k12.oh.us/ces/staff/kershner/excel/foldablerubric.html
Name:
Date:
Weather Instruments Quiz
1. Thermometer:
a. Temperature
b. Air pressure
c. Wind direction
d. humidity
2. Anemometer:
e. Rain fall
f. Wind speed
g. Wind direction
h. humidity
3. Wind Vane:
i. Wind speed
j. humidity
k. Wind direction
l. temperature
4. Barometer:
m. Temperature
n. Air pressure
o. Wind direction
p. humidity
5. Hygrometer:
q.
r.
s.
t.
6. Rain
a.
b.
c.
d.
Wind speed
humidity
rain fall
Air pressure
Gauge:
Temperature
Air pressure
Rain fall
humidity
7. Which statement about weather is
true?
a. It is made up of all the
weather conditions in one
place in a single moment.
b. It includes only the
temperature and air pressure
in one place at a single
moment.
c. It does not change very
much from moment to
moment.
d. It does not change very
much from day to day.
8. Name and explain what part of a weather system each of these tools measures:
Name
What does it measure?
Name:
KEY
Date:
Weather Data Collection Instruments
1. Thermometer:
a. Temperature
b. Air pressure
c. Wind direction
d. humidity
2. Anemometer:
e. Rain fall
f. Wind speed
g. Wind direction
h. humidity
3. Wind Vane:
i. Wind speed
j. humidity
k. Wind direction
l. temperature
4. Barometer:
m. Temperature
n. Air pressure
o. Wind direction
p. humidity
5. Hygrometer:
q.
r.
s.
t.
6. Rain
e.
f.
g.
h.
Wind speed
humidity
rain fall
Air pressure
Gauge:
Temperature
Air pressure
Rain fall
humidity
7. Which statement about weather is
true?
a. It is made up of all the
weather conditions in one
place in a single moment.
b. It includes only the
temperature and air pressure
in one place at a single
moment.
c. It does not change very
much from moment to
moment.
d. It does not change very
much from day to day.
8. Name and explain what part of a weather system each of these tools measures:
Name
What does it measure?
Journal Title:
Start Date:
Name:
End Date:
Scoring Rubric for Weather Journal
________
Date and time of weather report written on each of the 5 journal entries (worth
up to 5 points, one points per day)
________
A detailed description of each day’s weather (including adjectives, details and
science vocabulary terms) is neatly written on the top of each page (worth up to 10
points, 2 points per day)
________
Temperature is clearly written with both highs and lows for the day in Fahrenheit
(worth up to 5 points, 1 point per day)
________
Accurate barometric reading is written for each day including the numeric
pressure reading (worth up to 5 points, 1 point per day)
________
Humidity is accurately written each day (worth up to 5 points, 1 point per day)
________
Type/amount of precipitation recorded (worth up to 5 points, 1 point per day)
________
Wind information including speed and direction were correctly written (worth up to
5 points, 1 point per day)
________
Record how each days weather effected your life (worth 10 points, 2 points per
day)
Total points=_____________ (out of 50)
http://neoninc.org/budburst/index.php