WEATHER WATCH LESSON PLAN

Lesson Title: What Do You Know About Weather?

Name:

Andrew Visser

Lesson #

Subject:

Science

Date:

February 29, 2016

Grade(s):

Rationale:
ThislessonisdesignedtointroducetheScienceunitonweatherandgetthekidsinterestedinthetopic.The
primaryfocusfortheteacheristodeterminestudentsbackgroundknowledgesothattheycanformativelyassess
theclasseslevelofunderstandinganddetermineandfoundationlevelofwherelearningcanmoveforwardfrom
here.Byreflectingontheirownknowledgewithregardstoweather,studentswillgetpreppedfortheunitahead
andclarifyanymisconceptionsthattheymayhavegoingintotheWeatherWatchunit.Studentswillbegina
weatherjournal,whichwillallowthemtonoticedailyandweeklyweatherchanges.
Prescribed Learning Outcome(s):
5-2 Recognize the importance of accuracy in observation and measurement; and, with guidance, apply
suitable methods to record, compile, interpret and evaluate observations and measurements.

Record observations and measurements accurately, using a chart format where

appropriate. Computer resources may be used for record keeping and for display
and interpretation of data

5-8 Observe, describe, and interpret weather phenomena; and relate weather to the heating and cooling of
Earth's surface.
1. Record weather over a period of time.
Studentswill:
Listdifferenttypesofweather
Describewhatgoodweatherlookslike
Describewhatbadweatherlookslike
Listdifferentnamesforthesametypeofweather
21st Century Concepts and Skills:
- Critical Thinking, Use of Technology.
Materials and Resources:
Mini white boards, dry erase markers, computers, journals
https://www.youtube.com/watch?v=dqvUDYVMFyo
http://discoverykids.com/games/mythbusters-weather-quiz/
Lesson Activities: (* = Trouble areas)

Teacher Activities
Introduction: Start by having the students record the weather outside in their science journals.
Explain that they will be recording the weather at the beginning of each science class and looking
at how the weather changes over the period of a few months. Show the class a video with
examples of different types of extreme weather to pique their interest and get them excited about
different types of weather and what they can look like. Go through the Mythbusters weather quiz
and see how well your students know their weather trivia. They will enjoy the challenge as well
as address a few misconceptions they may have had about weather.

Time
15 min

Lesson: This activity is a list creating game similar to the word game boggle. Students will write
30 min
down lists of information that is related to a specific weather topic and then they will share their
lists. If another group has the same word on their list then that word is crossed out. The team
with the most words left at the end is the winner. Explain how the game works so that the
students are clear and make sure to answer any questions the students might have before the
activity begins. Break the students up into small groups (4-5) and have them list as many
different names for good weather as possible. As students are creating their lists, walk around the
classroom to make sure that students are on track and on task. Once the groups of students begin
to slow down and finish their lists have the students share their lists on the board. Cross out the
common words on the list and see who the winner is. Play the game again except this time for
10 min
bad weather.
Conclusion: Make sure to take a picture of the words before crossing them out as you can
provide a list of different types of bad and good weather to your students after completing the
activity. Have the students include this handout in their science duotangs for future reference.
Answer any final questions and wrap up the class.
Assessment: Assessment for this lesson is primarily formative as it is the first lesson of the unit designed to
inform the teacher of the prior background knowledge and level of understanding their students may have going
into this unit. By evaluating how well students are able to identify misconceptions about weather in the quiz as
well as their ability to come up with ideas and brainstorm in their groups. By having students write their answers
on their whiteboards the teacher will be able to observe which students may need additional attention or
scaffolding in order to properly move through the unit at a pace that keeps up with the rest of the class.