Table of Contents

Table of Contents ........................................................................................................ 0

Letter to Parents: Dear Climate Changers’ Parents and Guardians .................................... 1
Lesson 1: What’s the Weather Today?........................................................................... 2
Lesson 2: Savor the Seasons ......................................................................................... 6
Lesson 3: Hot, Hotter, Cold, Colder ............................................................................... 9
Lesson 4: Our Biggest Star .......................................................................................... 12
Lesson 5: Where Does the Weather Come From? ......................................................... 15
Lesson 6: Giant Steps to Change the World – Climate Change Project ............................ 18
Lesson 7: Our Puffy Friends in the Sky ......................................................................... 22
Lesson 8: A Wild Ride on the Water Cycle .................................................................... 24
Lesson 9: Precipitation Station – Rain, Hail, Sleet, and Snow .......................................... 27
Lesson 10: Harnessing the Power of Wind ................................................................... 30
Summative Assessment: Climate Change PBL ............................................................... 33
 Letter to Parents: Dear Climate Changers’ Parents and Guardians

Dear Climate Changers’ Parents and Guardians,

This month your 1st grade student will begin their journey into weather and climate. Your
climate changers will learn all about what weather is, how to measure and describe it, how it
affects our earth, and what we can do as a community to protect our earth against global climate
change. This unit is a STEAM unit, which means that it is an interdisciplinary unit that combines
Science, Technology, Engineering, Arts and Mathematics.
Throughout the unit your climate changer will investigate the following topics and
questions:
• How do we describe weather using adjectives and our 5 senses?
• How do we measure temperature and use comparative adjectives to describe it?
• How does the sun affect our natural resources?
• What is the difference between weather and climate?
• How does the water cycle work?
• How do clouds, precipitation, and wind determine and help forecast weather?

As our climate changers dive into the different areas and topics they will be meeting
both the 1st grade California State Science Standards (Next Generation Science Standards –
NGSS), as well as many math and ELA Common Core Standards. By looking at Weather and
Climate through many different lenses your child will be able to engage with the material in
unique ways and have a well-rounded understanding of how we think about weather and climate
that can be transferred to thinking about all sorts of other topics in our world!
Within our unit we are going to be completing a Changemaking project based learning
(PBL) project. Project based learning is a teaching method in which students gain knowledge and
skills by working for an extended period of time to investigate and respond to an authentic,
engaging and complex question, problem, or challenge. For our Weather and Climate unit project
will be asking about and exploring the question: What can we do as a community to slow down
the effects of global climate change? Students will use 21 st century skills including critical
thinking, collaboration, communication, and creativity to put together a final product of a Climate
Change Newspaper to be distributed to the school community.
I am so excited to kick off this journey into our earth’s weather and climate! Thank you
for your current and continued support in our adventures through learning.

Sincerely,

Ms. Feifer

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 Lesson 1: What’s the Weather Today?

Name: What’s the Weather Today?

Subject: Science/ELA
Grade Level: 1st
I. STANDARD
a. ESS2.D Weather and Climate: Weather is the combination of sunlight, wind,
snow or rain, and temperature in a specific region at a particular time.
b. 1-ESS1-2 Make observations (firsthand or from media) to collect data that can be
used to make comparisons. (1-ESS1-2)
c. W.1.8 With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question.

II. INSTRUCTIONAL RESOURCES AND MATERIALS

a. “Oh Say Can You Say What’s the Weather Today?: All About Weather” by Tish
Rabe
b. Construction paper
c. Markers, crayons, other coloring utensils
d. Weather observation workbook

III. LESSON OBJECTIVE(S)

a. The student will be able to identify that weather is a combination of sunlight,
wind, snow or rain, and temperature that can be observed and tracked by
reviewing vocabulary they already have to describe weather and beginning their
own weather observation journals.
b. Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)
a. Sunny
b. Rainy
c. Cloudy
d. Snowing
e. Hot
f. Cold
g. Warm
h. Foggy
i. Windy
j. Thunder

IV. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

A. ANTICIPATORY SET
1. Engage Students:
a. Read “Oh Say Can You Say What’s the Weather Today?: All About
Weather” by Tish Rabe to introduce students to the unit topic of
weather

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 2. Activate Prior Knowledge:
a. Brainstorm together a list of weather words on a chart at the front of
the room

B. INSTRUCTION AND MODELING:

1. Introduce the concept of weather observation with water sensory bottles that
will be used throughout the unit to compare to the weather outside for daily
observation. Model daily weather observation in the front of the room.

C. GUIDED PRACTICE
1. Give students 20 minutes to write their own weather observations for the day
in their weather observation workbook that they will use every day

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 throughout the unit. Encourage them to use vocabulary words. Allow time
for them to decorate their cover and color a picture of the weather.

D. CLOSURE
1. Have each student choose a word from the vocabulary list to write and
illustrate on a construction paper raindrop. These words will then form the
Weather Words wall to reference throughout the unit

E. INDEPENDENT PRACTICE:
1. Color and complete the weather word search worksheet to add to portfolio

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V. ASSESSMENT
a. Informal (Formative): Observing and taking note of which students know
weather vocabulary
b. Formal (Summative): Student observation notebook

VI. INCLUSIVE PRACTICES:

a. Students who have less of a weather vocabulary can work in a small group with
the teacher to gain a better understanding of weather words we will use
throughout the unit during the independent practice section

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 Lesson 2: Savor the Seasons

Name: Savor the Seasons

Subject: Science/Writing and Literacy
Grade Level: 1st
I. STANDARD
a. CCSS.ELA-LITERACY.SL.1.1 Participate in collaborative conversations with
diverse partners about grade 1 topics and texts with peers and adults in small and
larger groups.
b. CCSS.ELA-LITERACY.SL.1.5Add drawings or other visual displays to
descriptions when appropriate to clarify ideas, thoughts, and feelings.
c. CCSS.ELA-LITERACY.W.1.5 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.

II. INSTRUCTIONAL RESOURCES AND MATERIALS

a. Sensory Seasons worksheet
b. “The Reasons for Seasons” by Gail Gibbons
c. Writing packets

III. LESSON OBJECTIVE(S)

a. The student will be able to demonstrate their knowledge of the four seasons and
how to use adjectives by exploring the senses associated with each season and
writing a story based on their season of choice.
b. Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)
a. Adjectives
b. Senses
c. Summer
d. Autumn/Fall
e. Spring
f. Winter

IV. ASSESSMENT
a. Informal (Formative): Observe and listen to partner conversations
b. Formal (Summative): Student writing

V. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

A. ANTICIPATORY SET
1. Engage Students:
a. Have students go outside and, with a partner, talk about what they
see, hear, feel, taste, and smell
b. Share together as a group adding in any other senses that may be
associated with whatever season it is currently

2. Activate Prior Knowledge:

a. Remind students that what makes their favorite stories come alive is
the illustrative writing using adjectives and appealing to the senses.

B. INSTRUCTION AND MODELING:

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 1. Read “The Reasons for Seasons” by Gail Gibbons as an informational text to
understand why we have seasons and what they are.

2. Segue with: “We now know why the seasons change, but how can we
describe them?”
3. Create the beginning of an example story using sensory input about a season
at the front of the class

C. GUIDED PRACTICE
1. Give students 20 minutes to write their own fictional story using sensory
inputs and adjectives about a season of their choice
2. Then have students meet with their writing partners to give feedback and
ways to expand their narratives
3. Give students 20 more minutes to edit, illustrate, and label their stories

D. CLOSURE
1. Give 1-3 students an opportunity to share their stories with the class

F. INDEPENDENT PRACTICE:
1. Fill out the season senses worksheet

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VI. INCLUSIVE PRACTICES:
a. Work in a small group with EL students or lower ELA students to create a group
story

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 Lesson 3: Hot, Hotter, Cold, Colder

Name: Hot, Hotter, Cold, and Colder

Subject: Science/Math/Global
Grade Level: 1st
I. STANDARD (Include number and text for each standard)
a. K-ESS2-1 Earth’s Systems: Use and share observations of local weather
conditions to describe patters over time
b. CCS.MATH.CONTENT.1.OA.A.1 Use addition and subtraction within 20 to
solve word problems involving situations of adding to, taking from, putting
together, taking apart, and comparing, with unknowns in all positions, e.g., by
using objects, drawings, and equations with a symbol for the unknown number to
represent the problem.
c. CCS.MATH.CONTENT.1.MD.C.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.

II. INSTRUCTIONAL RESOURCES AND MATERIALS

a. “Temperature” by Darlene Stille
b. Thermometers
c. 3 Cups filled with: ice water, lukewarm water, and warm water
d. Computers with internet

III. LESSON OBJECTIVE(S)

a. The student will be able to read a thermometer and compare and contrast
different temperatures using comparative vocabulary words and subtraction by
conducting a temperature scavenger hunt to compare different regions of the
world.
b. Academic Language:
a. Temperature
b. Thermometer
c. Hot
d. Hotter
e. Hottest
f. Cold
g. Colder
h. Coldest
i. Fahrenheit
j. Celsius

IV. ASSESSMENT
a. Informal (Formative): Thumbs up to gauge understanding of how to read a
thermometer
b. Formal (Summative): Temperature scavenger hunt

V. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

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A. ANTICIPATORY SET-
1. Engage Students:
a. Read “Temperature” by Darlene Stille to introduce the topic of
temperature and how we use thermometers to measure the
temperature and classify things as hot or cold

2. Activate Prior Knowledge:

a. With a chart on the board divided into hot and cold, ask students to
recall different weather words from their raindrop activity that they
could classify as either hot or cold

B. INSTRUCTION AND MODELING

1. Explain how a thermometer works to measure temperature and how the sun
heats up the earth
2. In front of the class measure and record the temperature of a cup of ice water,
lukewarm water, and warm water
3. Then model using comparative vocabulary like “hotter, hottest, colder,
coldest” to write a sentence classifying the temperatures and use subtraction
to answer the question “what is the difference between these two
temperatures?”

C. GUIDED PRACTICE
1. Temperature scavenger hunt:
1. Have students log onto their computers and visit
http://pbskids.org/wildkratts/creaturepedia/
2. Ask them to explore different regions and the animals that live
within those reasons and answer the following questions:
1. What do you think the temperatures are like in these
different regions?
2. How might the animals and people adapt to live there?
3. Have students write a story comparing two different animals from
two different regions using comparative vocabulary.

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 D. CLOSURE
1. Have students add the temperature to their daily weather observations

G. INDEPENDENT PRACTICE
1. Fill out temperature worksheet

VI. INCLUSIVE PRACTICES:

a. Work in a small group with EL students to complete the scavenger hunt

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 Lesson 4: Our Biggest Star

Name: Our Biggest Star

Subject: Science/Earth and Space/Technology/Writing/Multicultural
Grade Level: 1st
I. STANDARD
a. 1-ESS-1 Use observations of the sun, moon, and stars to describe patters that can
be predicted
b. K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface

II. INSTRUCTIONAL RESOURCES AND MATERIALS

a. “Arrow to the Sun: A Pueblo Indian tale” by Gerald McDermott
b. Potting soil
c. Water
d. Heat lamp
e. Plastic cups (3 per partners)
f. Trays
g. C-E-R Worksheet

III. LESSON OBJECTIVE(S)

a. The student will be able to explain how the sun impacts our natural resources by
conducting a C-E-R with cups of soil, water, and air and comparing temperatures
of each when left in the sun or the shade.
b. Academic Language:
a. Sun
b. Heat
c. Temperature
d. Natural resources

IV. ASSESSMENT
a. Informal (Formative): Listen to conversations during experiment
b. Formal (Summative): C-E-R worksheets

V. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

A. ANTICIPATORY SET
1. Engage Students:
a. Read “Arrow to the Sun: A Pueblo Indian tale” by Gerald
McDermott to explore ways in which different cultures teach the sun
as important to all life

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 2. Activate Prior Knowledge:
b. “Last class we learned about how the sun can heat up the earth and
increase temperature. Today we are going to investigate how the sun
affects our natural resources.”

B. INSTRUCTION AND MODELING:

1. Watch video about the sun
https://www.youtube.com/watch?v=hMMqbfQvU6w
2. Explain what natural resources are and the difference between natural and
manmade resources
3. Model the questions for C-E-R experiment with soil, water, and air
1. “What will happen to the temperature of the soil/water/air after it
sits in the sun/shade for 2 hours?”

C. GUIDED PRACTICE
1. In partners, have students set up their own experiments with soil, water, and
air (2 cups of each) and measure and record the temperature of each
2. Put one set of cups in direct sunlight (or under a heat lamp if there is none),
and one set in the shade or inside *wait 2 hours

3. After 2 hours students will use thermometers to measure and record the
different temperatures

4. Fill out C-E-R’s for each cup to analyze how the sun changes the temperature
of natural resources such as soil, water, and air
D. CLOSURE
1. Have students write a story about why the sun is important to their life

H. INDEPENDENT PRACTICE:
1. Fill out natural resources worksheet to add to portfolio

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VI. INCLUSIVE PRACTICES
a. Group higher ability students with lower ability to allow group work and peer
help

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 Lesson 5: Where Does the Weather Come From?

Name: Where Does Weather Come From?

Subject: Science/Social Studies/Geography
Grade Level: 1st
I. STANDARD
a. K-ESS2-1: Use and share observations of local weather conditions to describe
patterns over time
b. Patterns in the natural world can be observed, used to describe phenomena, and
used as evidence. (1-ESS1-1),(1-ESS1-2)

II. INSTRUCTIONAL RESOURCES AND MATERIALS

a. Computer
b. CER Worksheets
c. “What Will The Weather Be?” By Lynda DeWitt
d. Science and Engineering Notebooks

III. LESSON OBJECTIVE(S)

a. The student will be able to identify different kinds of weather and comprehend
which part of the country gets the most of each type of weather (climates) by
exploring national weather forecast and learning about what causes different
types of weather.
b. Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)
a. Meteorology
b. Temperature
c. Thermometer
d. Climate
e. Atmosphere

IV. ASSESSMENT
a. Informal (Formative): Whiteboards hold up with new vocabulary
b. Formal (Summative): C-E-R worksheets and writing

V. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

E. ANTICIPATORY SET-
1. Engage Students:
a. Read the book “What Will the Weather Be?” By Lynda DeWitt to
introduce meteorology and climate vocabulary.
2. Activate Prior Knowledge:
b. Pass out pictures of different types of weather and ask students to
come up to the board and place their picture in one of four categories
they have already determined: Windy, Rainy, Sunny, or Snowy.
Segue into: “Now that we know what different types of weather are,
let’s learn where they come from.”

F. INSTRUCTION AND MODELING:

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 1. Review together each kind of weather and new vocabulary word presented in
the book.
2. Watch the following video on the difference between weather and climate
https://www.youtube.com/watch?v=qITEZ1zYCLs

G. GUIDED PRACTICE
1. Pass out C-E-R worksheets
2. Have students visit https://www.usatoday.com/weather/ and fill out a C-E-R
based on the differing temperatures across the nation that relates to the
difference between Climate and Weather

H. CLOSURE
1. Have students write 2-3 sentences describing the climate of where they live
including vocabulary words to include in their portfolio

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 I. INDEPENDENT PRACTICE
1. Explore NASA’s Climate Kids website to find one interesting fact about
weather and climate to tell the class

VI. INCLUSIVE PRACTICES

a. Allow students to work in pairs to support EL students and lower ability students
learning with their peers

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 Lesson 6: Giant Steps to Change the World – Climate Change Project

Name: Giant Steps to Change the World – Climate Change Project

Subject: Earth Science/Writing
Grade Level: 1st
I. STANDARD
a. 1-ESS1-1Patterns in the natural world can be observed, used to describe
phenomena, and used as evidence

II. INSTRUCTIONAL RESOURCES AND MATERIALS

a. “Giant Steps to Change the World” by Spike Lee and Tonya Lewis Lee
b. Construction paper
c. Computers

III. LESSON OBJECTIVE(S)

a. The student will be able to define the problem of climate change and be prepared
to make an impact by exploring easy ways our community can make a difference
and beginning their overarching project to educate their peers and community
members about climate change.
b. Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)
a. Climate change
b. Greenhouse gas

IV. ASSESSMENT
a. Informal (Formative): Take note of student participation and contributions to the
group conversation and check in with comprehension of climate vs. weather
b. Formal (Summative): Climate commitment statement

V. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

I. ANTICIPATORY SET:
1. Engage Students:
a. Read “Giant Steps to Change the World” by Spike Lee and Tonya
Lewis Lee to inspire students and allow them to see that they too can
make a big change in the world
2. Activate Prior Knowledge:
b. “We learned in our last few classes about natural resources and
climate, now we are going to dive deeper and see how we as a
community can make a difference in conserving these resources and
saving our climate.”

J. INSTRUCTION AND MODELING

1. Explain greenhouse gasses using the Climate Kids website
https://climatekids.nasa.gov/greenhouse-effect/
2. Introduce Climate Bingo and explore as a class how each spot on the bingo
board is an action we can take to help reduce global warming
https://climatekids.nasa.gov/bingo/

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 c. Introduce the Climate Change Newspaper Project:

Name of Project: Climate Change

Duration: 2 Weeks

Subject/Course: Earth Science

Teacher(s): Shira Feifer
Grade Level: 1st

Other subject areas to be included, if any: Writing/Technology

Key Knowledge and Understanding (CCSS or other standards)

CA NGSS standards –
K-2- Ask questions, make observations, and gather information about a situation people
ETS1-1. want to change to define a simple problem that can be solved through the
development of a new or improved object or tool.
K-2- Develop a simple sketch, drawing, or physical model to illustrate how the shape of
ETS1-2. an object helps it function as needed to solve a given problem.

CCCSS Math –
MP.2 Reason abstractly and quantitatively. (K-2-ETS1-1),(K-2-ETS1-3)
MP.4 Model with mathematics. (K-2-ETS1-1),(K-2-ETS1-3)
2.MD.D.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. (K-2-ETS1-1),(K-2-ETS1-3)

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CCCSS ELA –
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers. (K-2-ETS1-1),(K-2-ETS1-3)
W.2.8 Recall information from experiences or gather information from provided sources to
answer a question. (K-2-ETS1-1),(K-2-ETS1-3)
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays
to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and
feelings. (K-2-ETS1-2)

21st Century Skills

Critical Thinking – Students will think critically about their impact on the earth and how
they can make a difference
Collaboration – Students will work together in small groups and as a whole class to
create a final project
Communication – Students will use their learning to communicate to the whole school
through their project why climate change is important and what we can do about it
Creativity – Students will find creative ways to engage their school wide peers in climate
action

Project Summary
Our earth’s climate is getting rapidly warming, it is caused in large part by human
activity, and it will have many serious and potentially damaging effects in the decades ahead.
Greenhouse gas emissions from cars, power plants and other man-made sources—rather than
natural variations in climate—are the primary cause. These emissions include carbon dioxide —
the main greenhouse gas — which has reached a concentration level in our atmosphere that the
Earth hasn’t seen for more than 400,000 years. These greenhouse gases act like a blanket,
trapping the sun’s warmth near the earth’s surface, and affecting the planet’s climate system.
Climate change is wearing on our natural resources, changing our weather patterns, and
impacting our future survival as a planet.
Students will investigate how human activities affect our global climate and interventions
we can take as a community to conserve natural resources and reduce greenhouse gas emissions
that negatively affect our earth’s temperature. Students will work in pairs to each create one page
of a “Climate Change Newspaper” that will be put together and printed at the end of the unit and
distributed throughout the school. The newspaper will include drawings, fact sheets, stories, and
suggestions for things we can do as a community.

Driving Question
What can we do as a community to slow down the effects of global climate change?

K. GUIDED PRACTICE
1. Break students up into project pairs and assign them a page of the newspaper.
The pages are:
1. What is the issue?
2. What is climate?
3. What is weather?
4. Why do we care if Earth is getting warmer?
5. What is making Earth warmer?
6. What can we do?

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 2. Give them time to plan out how they want to display their information and to
start a rough draft of their page

L. CLOSURE
1. Have students write and illustrate a one sentence “Climate Commitment” on
a piece of construction paper that will be displayed around the room
1. Ex: I Commit to improve our climate by remembering to bring my
reusable bags to the grocery store every time.

J. INDEPENDENT PRACTICE: May serve as the summative assessment

1. Play Climate Bingo at home

VI. INCLUSIVE PRACTICES:

a. Distribute more complex topics for the newspaper project to more advanced
students. Group students together to allow for multiple strengths and ability
levels in each group.

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 Lesson 7: Our Puffy Friends in the Sky

Name: Our Puffy Friends in the Sky

Subject: Science/Art
Grade Level: 1st
I. STANDARD
a. K-ESS2-1 Earth’s Systems: Use and share observations of local weather
conditions to describe patters over time

II. INSTRUCTIONAL RESOURCES AND MATERIALS

a. “Clouds” by Anne Rockwell
b. Construction paper
c. Printed out descriptions of the clouds
d. Cotton balls
e. PPT display with cloud information

III. LESSON OBJECTIVE(S)

a. The student will be able to identify different types of clouds and what they mean
by reading about them, comparing them, and creating an art project to visually
display them.
b. Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)
a. Stratus
b. Cumulus
c. Cirrus
d. Nimbus

IV. ASSESSMENT
a. Informal (Formative): Check understanding through observing guided
practice activity
b. Formal (Summative): Cloud art flip book

V. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

A. ANTICIPATORY SET-
1. Engage Students:
c. Read “Clouds” by Anne Rockwell for an overview of the different
types of clouds

3. Activate Prior Knowledge:

d. What type of weather would we use clouds to describe?

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 B. INSTRUCTION AND MODELING:
1. Describe the different types of clouds and what they do

C. GUIDED PRACTICE
1. Have students create their own cloud art flip book using cotton balls and
typed out descriptions of the clouds that they can cut out and glue into their
book

D. CLOSURE
1. Go back to the daily weather observation and add in information on what
type of clouds are in the sky. Continue for the rest of the unit to use this
vocab in daily observations.

K. INDEPENDENT PRACTICE
1. Have students explain to a family member or friend what their favorite type
of cloud is and why

VI. INCLUSIVE PRACTICES

a. Allow students to work together and give assistance in putting together the cloud
flipbook to students having difficulty reading the descriptions of the clouds

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 Lesson 8: A Wild Ride on the Water Cycle

Name: A Wild Ride on the Water Cycle

Subject: Science/Writing
Grade Level: 1st
I. STANDARD
a. 2-ESS2-2 Patterns in the natural world can be observed
b. K-ESS2-1 Use observations (firsthand or from media) to answer scientific
questions

II. INSTRUCTIONAL RESOURCES AND MATERIALS

f. Ziploc Gallon bags
g. Permanent marker
h. Water (warmed up)
i. Blue food coloring
j. Packing tape

III. LESSON OBJECTIVE(S)

c. The student will be able to explain and comprehend how water cycles through
stages that affect our environment by watching informative videos and
conducting a C-E-R with a mini water cycle in a bag
d. Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)
a. Water Cycle
b. Precipitation
c. Collection
d. Evaporation
e. Condensation

IV. ASSESSMENT
c. Informal (Formative): Thumbs up for water cycle comprehension
d. Formal (Summative): C-E-R, water cycle worksheet

V. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

A. ANTICIPATORY SET
1. Engage Students:
a. Read “A Wild Ride on the Water Cycle” by Anthony Yanez to
introduce the water cycle in a creative and engaging way

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 2. Activate Prior Knowledge:
b. Touchback on clouds

B. INSTRUCTION AND MODELING:

1. Model and explain graphically the water cycle

C. GUIDED PRACTICE
1. Conduct a C-E-R with water cycle in a bag to show the stages of the water
cycle on a mini scale
1. Fill a Ziploc bag with warm water
2. Seal it tight and tape to a window
3. Watch the water cycle take place!

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 D. CLOSURE
1. Have students write and illustrate 2-3 sentences about how the water cycle
impacts their lives to be included in portfolio
E. INDEPENDENT PRACTICE
1. Fill out and color water cycle worksheet to be included in student portfolio

VI. INCLUSIVE PRACTICES

a. Have students work in pairs and support EL students by writing a group 2-3
sentences about how the water cycle impacts their lives

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 Lesson 9: Precipitation Station – Rain, Hail, Sleet, and Snow

Name: Precipitation Station - Rain, Hail, Sleet, and Snow

Subject: Science
Grade Level: 1st
I. STANDARD
a. K-2-ETS1.A.2 ( Grades K-2 Engineering Design ): Asking questions, making
observations, and gathering information are helpful in thinking about problems.
b. 2-ESS2-2 Patterns in the natural world can be observed
c. K-ESS2-1 Use observations (firsthand or from media) to answer scientific
questions

II. INSTRUCTIONAL RESOURCES AND MATERIALS

a. C-E-R worksheet
b. Cup or mason jar
c. Food coloring
d. Shaving cream
e. “Down Comes the Rain” by Franklyn Brandy

III. LESSON OBJECTIVE(S)

a. The student will be able to explain how clouds and environment produce weather
life rain, hail, sleet, and snow by conducting a C-E-R with a cloud in a jar
experiment and learning about the environments needed for snow, sleet, and hail.
b. Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)
a. Precipitation
b. Condensation
c. Rain
d. Hail
e. Sleet
f. Snow

IV. ASSESSMENT
a. Informal (Formative): Observe and take note of student conversation and
engagement
b. Formal (Summative): C-E-R worksheet

V. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

A. ANTICIPATORY SET
1. Engage Students:
c. Read “Down Comes the Rain” by Franklyn Brandy for an accurate
but engaging portrayal of how rain and precipitation fits into the
water cycle

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 2. Activate Prior Knowledge:
d. Touchback on the water cycle. “What aspects of the water cycle that
we learned about last class did we see in this book?”

B. INSTRUCTION AND MODELING

1. Go over what precipitation is and what types of precipitation exist including
rain, snow, sleet, and hail
2. Introduce cloud in a jar

C. GUIDED PRACTICE
1. Conduct a C-E-R with cloud in a jar to determine that when clouds (shaving
cream) get too heavy with condensation (food coloring) it rains (bleeds color)

D. CLOSURE
1. Color and write one sentence for each type of precipitation on the worksheet
on different types of precipitation to be included in portfolio

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 E. INDEPENDENT PRACTICE
1. At home have students ask their families if they have an emergency plan in
place in case there was ever a really bad storm and to develop one with their
families.

VI. INCLUSIVE PRACTICES

a. Allow students to work in pairs for the experiment and assist EL students with
their closure sentences

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 Lesson 10: Harnessing the Power of Wind

Name: Harnessing the Power of Wind

Subject: Science/Engineering/Technology
Grade Level: 1st
I. STANDARD
a. K-2-ETS1.A.2 (Grades K-2 Engineering Design ): Asking questions, making
observations, and gathering information are helpful in thinking about problems.
b. 6.b (Grades: K-2 ): Use tools and/or materials to design and/or build a device that
solves a specific problem or a solution to a specific problem.

II. INSTRUCTIONAL RESOURCES AND MATERIALS

a. “Feel the Wind” by Arthur Dorros
b. Lego wind turbine kits
c. Computers with internet
d. Engineering worksheet

III. LESSON OBJECTIVE(S)

a. The student will be able to understand how wind impacts weather and how
humans can use wind to their advantage by reverse engineering a wind turbine
and learning about how wind turbines supply power.
b. Academic Language (Key Vocabulary and/or Text structures (i.e. a graph)
a. Wind
b. Turbine
c. Power
d. Energy

IV. ASSESSMENT
a. Informal (Formative): Listen to conversations and look over engineering design
process sheets to gauge and ensure comprehension
b. Formal (Summative): Engineering worksheet

V. INSTRUCTIONAL STRATEGIES AND LEARNING TASKS

A. ANTICIPATORY SET
1. Engage Students:
a. Read “Feel the Wind” by Arthur Dorros to introduce the topic of
wind and learn about how wind blows and what it impacts in a fun
and playful way.

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 2. Activate Prior Knowledge:
b. Ask students to turn to their partners and describe a time they noticed
wind. Include in their verbal description what the weather was at the
time, how the wind affected them or the things around them, and
what it felt like.

B. INSTRUCTION AND MODELING

1. Explain what wind is and how it interacts with other weather combinations to
create things like storms and different weather patterns
2. Introduce the topic of wind energy drawing on student observations of the
power of wind and discuss how wind can be harmful (severe weather) or
helpful (wind energy)
3. Watch video on wind energy, how it came about, and how it works
https://www.youtube.com/watch?v=niZ_cvu9Fts

C. GUIDED PRACTICE
4. Fill out the engineering worksheet with the example of a wind turbine to
understand the process of engineering. Focus students on what question
could have been asked to come up with a wind turbine

D. CLOSURE
5. Build Lego wind turbine in partners to feel the hands-on process of
engineering

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 E. INDEPENDENT PRACTICE:
1. Play “Power Up!” on NASA’s Climate Kids to put together the ideas of wind
energy and solar panels to produce power and include technology

VI. INCLUSIVE PRACTICES

a. Put partners of different abilities together and allow time for going over terms
included in the engineering process to support all learners

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 Summative Assessment: Climate Change PBL

Name of Project: Climate Change Newspaper

Duration: 2 Weeks

Subject/Course: Earth Science

Teacher(s): Shira Feifer
Grade Level: 1st

Other subject areas to be included, if any: Writing/Technology

Key Knowledge and Understanding (CCSS or other standards)

CA NGSS standards –
K-2- Ask questions, make observations, and gather information about a situation people
ETS1-1. want to change to define a simple problem that can be solved through the
development of a new or improved object or tool.
K-2- Develop a simple sketch, drawing, or physical model to illustrate how the shape of
ETS1-2. an object helps it function as needed to solve a given problem.

CCCSS Math –
MP.2 Reason abstractly and quantitatively. (K-2-ETS1-1),(K-2-ETS1-3)
MP.4 Model with mathematics. (K-2-ETS1-1),(K-2-ETS1-3)
2.MD.D.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. (K-2-ETS1-1),(K-2-ETS1-3)

CCCSS ELA –
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers. (K-2-ETS1-1),(K-2-ETS1-3)
W.2.8 Recall information from experiences or gather information from provided sources to
answer a question. (K-2-ETS1-1),(K-2-ETS1-3)
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays
to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and
feelings. (K-2-ETS1-2)

21st Century Skills

Critical Thinking – Students will think critically about their impact on the earth and how they
can make a difference
Collaboration – Students will work together in small groups and as a whole class to create a final
project
Communication – Students will use their learning to communicate to the whole school through
their project why climate change is important and what we can do about it
Creativity – Students will find creative ways to engage their school wide peers in climate action

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Project Summary
Our earth’s climate is getting rapidly warming, it is caused in large part by human
activity, and it will have many serious and potentially damaging effects in the decades ahead.
Greenhouse gas emissions from cars, power plants and other man-made sources—rather than
natural variations in climate—are the primary cause. These emissions include carbon dioxide —
the main greenhouse gas — which has reached a concentration level in our atmosphere that the
Earth hasn’t seen for more than 400,000 years. These greenhouse gases act like a blanket,
trapping the sun’s warmth near the earth’s surface, and affecting the planet’s climate system.
Climate change is wearing on our natural resources, changing our weather patterns, and
impacting our future survival as a planet.
Students will investigate how human activities affect our global climate and interventions
we can take as a community to conserve natural resources and reduce greenhouse gas emissions
that negatively affect our earth’s temperature. Students will work in pairs to each create one page
of a “Climate Change Newspaper” that will be put together and printed at the end of the unit and
distributed throughout the school. The newspaper will include drawings, fact sheets, stories, and
suggestions for things we can do as a community.

Driving Question
What can we do as a community to slow down the effects of global climate change?

Rubric for final project:

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