# data[].attributes.headline
Why is Rain Important and Reasons Why We Need Rain by FunKidsCreation

# data[].attributes.subject
Why is Rain Important and Reasons Why We Need Rain by FunKidsCreation

# data[].attributes.body
Media: Text, Online Informational list

Summary:This is a list that describes different reasons that rain is important.

Theme Connection: Rain is crucial to life. Although there can be extremes, rain is beneficial and needed. This source can helps students see why we need weather and how it is important to our daily lives.

Complexity:  This is a very uncomplicated text, while there are no images used the language is not very complex. Students will access prior knowledge and experiences to connect with the text. For the words that are difficult for some students, supplemental images and definitions will be presented.

Instructional Use: This source would be used during a class discussion. I would prompt students to think about and discuss with partners why rain is important. After some discussion time we could come back and share what was discussed. This list would then be presented, we would see what was mentioned on the list that we said, what we mentioned that was not on the list, and what was on the list that was not mentioned.

# data[].attributes.headline
What is happening in the ocean by ClimateKids (NASA)

# data[].attributes.subject
What is happening in the ocean by ClimateKids (NASA)

# data[].attributes.body
Media: Text, Online Informational Webpage

Summary: This page discusses the importance the ocean has for the world. The reader learns how the ocean absorbs energy, heat, and CO2 from the atmosphere and how the ocean affects climate.

Theme Connection: Many things affect weather and climate and the ocean is one of those things, and one of the largest things since it covers so much of the Earth's surface. This source allows students to gain insights  into one of the major things that is helping the Earth regulate its heat, while also explaining how the current mass consumption of CO2 is causing harm to underwater ecosystems.

Complexity: This source is geared towards students. This webpage’s organization helps break the information down into more understandable parts. There are also pictures and videos to help aid in large ideas. Diagrams are also provided to avoid confusion. This is a source for students to ask and answer questions

Instructional Use: This source can be used for students to explore, ask questions, and discuss with peers as well as prompt students to want to know more. This will be used as a launching point as well as referenced while talking about climate and climate change.

# data[].attributes.attachment_link.readable_text
Why is the ocean important for life on Earth?

The ocean is important because it is a very large part of our planet. In fact, it covers 70% of Earth's surface. The ocean is a home and food source for countless fish, mammals, plants, birds, and more.

The ocean plays an important role in whatever happens in our environment on Earth. Even if you live on land - like humans do - you wouldn't survive without the ocean!

One example: without the ocean, Earth would be much hotter than it is right now. That's because the ocean absorbs heat from the Sun and spreads it more evenly around our planet.

How does the ocean soak up heat from the Sun?

Water is excellent at storing heat. Water has a high heat capacity-it absorbs a lot of heat before it begins to get hot. Air, on the other hand, is not so great at storing heat.

Earth's climate is warming due to human activities. As Earth experiences a warming climate, we experience hotter air temperatures. The ocean does an excellent job of absorbing the extra heat from the atmosphere, delaying the full impact of global warming.

The top few meters of the ocean store as much heat as Earth's entire atmosphere. So, as the planet warms, it's the ocean that gets most of the extra energy. More than 90% of the global warming is going into the ocean.

But if the ocean gets too warm, then the plants and animals that live there can get sick or even die.

How are coral reefs affected by climate change?

Coral reefs are created by living creatures. Warming oceans caused by climate change are putting coral reefs in danger. Coral reefs are made by very fragile colonies of organisms that build skeletons around themselves.

Coral lives together with a certain kind of colorful algae. The algae make food using sunlight ¬- a process called photosynthesis. The algae share the food with the coral, and in turn, the coral gives the algae a safe and comfortable place to live.

The two of them get along fine, living in clean, clear, shallow waters where the Sun shines through brightly. Fish and other sea creatures love coral too, because there are lots of nooks and crannies for them to hide in.

But the algae cannot carry out photosynthesis in water that is too warm. The algae either die, or the coral spits it out. It's bad for the algae, the coral and the fish, because the coral lose their food sources and become weak and can die. This event is called coral bleaching, and it is a very serious problem in many ocean ecosystems around the world.

Read about what it's like to be an ocean scientist studying coral reefs.

How does the ocean soak up CO₂?

Fish and other animals in the ocean breathe oxygen and give off carbon dioxide (CO ₂), just like land animals. Ocean plants take in the carbon dioxide and produce oxygen, just like land plants. The ocean is great at absorbing CO ₂ from the air.

However, a lot of CO ₂ comes from human activities, too. For example, exhaust from cars, planes, and factories put extra carbon dioxide into our air. Too much carbon dioxide in the air is a problem, as it causes the Earth to trap more heat. The ocean absorbs about one-quarter of the CO ₂ that humans create when we burn fossil fuels (oil, coal, and natural gas).

Too much carbon dioxide in the ocean causes a problem called ocean acidification. You can read this article to learn all about ocean acidification and its effects.

How does the ocean affect the climate?

The ocean absorbs heat from the Sun and ocean currents move that warm water all around the planet. Ocean currents are like highways that carry water around the world. Heat (along with salt) is a major source of power for ocean currents.

Cold water near the North and South Poles sinks deeper into the ocean. Water near the equator is warmed by the Sun. Then, the warm surface water moves closer to the poles where it cools and sinks.

As Earth's climate warms, the water also warms melting sea ice. This warming could make the water less cold and less likely to sink. Without sinking cold water, the ocean currents could slow down or stop in some places. This could change the climate in places like Europe that have milder climates thanks to the warm currents in the oceans around them.

Does the salt in the ocean do anything?

The amount of salt in the ocean also affects currents. Saltier water is heavier than less salty water. When salty ocean water freezes, the ice can no longer hold on to the salt. Instead, the salt mixes with the water below making it saltier and heavier. Glaciers, land ice and icebergs are made of fresh water, so what happens when this ice melts? Good question!

The water in the North Atlantic sinks because it's cold, but also because it's salty. Being both cold and salty makes it really dense and heavy, so it can sink very far. But if too much ice melts in the North Atlantic, the water could become less salty and affect ocean currents. NASA satellites are keeping a close eye on the melting ice, the ocean currents, and ocean life to better understand this complicated system.

Play Go With the Flow to use temperature, salinity, and ocean currents to find treasure!

How does climate change impact sea level?

As Earth warms, NASA has observed that sea levels are rising. Water expands as it gets warmer. So, warm water takes up more room in our oceans, and this leads to higher sea levels. Another reason that oceans are rising is due to melting ice on land. Glaciers and ice sheets are large masses of ice that sit on the land. As our planet warms, this ice melts and flows into the oceans. More water in the oceans makes sea level higher.

NASA satellites are constantly measuring sea level around the globe. Learn more about how we measure sea level with satellites.

Related NASA Missions

# data[].attributes.attachment_link.title
How Does Climate Change Affect the Ocean?

# data[].attributes.attachment_link.description
Additional heat and carbon dioxide in the ocean can change the environment for the many plants and animals that live there.

# data[].attributes.headline
Weather vs. Climate: Crash Course Kids #28.1 by Crash Course for Kids

# data[].attributes.subject
Weather vs. Climate: Crash Course Kids #28.1 by Crash Course for Kids

# data[].attributes.body
Media: Video, Youtube

Summary: This video makes a clear distinction between weather and climate. The viewer learns that weather is what happens day to day and climate is the collection of weather data points over a given length of time. Weather can change day to day, but it takes climate a lot longer (even hundreds and thousands of years) to change.

Theme Connection: Making the distinction between weather and climate is crucial to understanding this unit. This resource really helps explicitly explain and show the difference  between weather and climate.

Complexity: Due to the images, explicit descriptions of the different elements being talked about, and the repetition of terms, this text is not overly complex. Students are learning how to determine important vs. interesting facts so that will make this activity more complex, but it will also be scaffolded.

Instructional use: Video will be paused periodically to ask questions, students will answer them using what they already know, once answers have been given the video will resume and the answer presented to the class. A discussion of the videos big ideas will be held after the video is over, all important details will be added to the class weather and climate anchor chart.

# data[].attributes.attachment_link.title
Weather vs. Climate: Crash Course Kids #28.1

# data[].attributes.body
Media: Video, T.V. Show

Summary: This 22 minute video explains different climates ( warm, cool, dry, wet…) and how different plants, animals, and people have adapted to these climates. Climate change is also touched on in this video.

Theme Connection: This video makes another definition of climate attainable. In this video the viewers are able to see various climates within the United States as well as  around the world.

Complexity: This video is slightly to moderately complex. Academic vocabulary is used, but it is also scaffolded within this video. Most of the vocabulary talked about has already been discussed, so this will add to the students multiple exposures to the academic language. Students will also need to synthesize the information learned in this video with that of what has already been learned.

Instructional use: Discussion of what was talked, how does this video relate to what we have already learned about and what information is new (notes taken throughout video to aid in discussion). A recreation of the rain experiment will also be done using this video, students will get to see aspects of the water cycle first hand and help make those ideas/concepts more concrete.

# data[].attributes.body
Media: Video, T.V. Show

Summary: Ms. Frizzle takes the class on another school field trip, however this time Ralphie aka WeatherMan is in control. The class creates many types of weather before heading back to school.

Theme Connection: This episode shows its viewers all of the different elements it takes to create weather and how the amount of each cause different weather effects. Students can learn about what makes storms.

Complexity: This resource was created for this general age range. The vocabulary demands are on target, but will need to be explicitly taught. The complex ideas about weather are paired with detailed visuals that help show the viewer what is meant by ‘updraft’ for example.

Instructional use: This video will be paused periodically to monitor for understanding and discuss key ideas. Clarification will be made if there are any misconceptions. After the video is done students will hold a class discussion. Important details that come out of that discussion will be added to the class’ weather anchor chart.

# data[].attributes.headline
Does pollution affect weather patterns? by BBC News

# data[].attributes.subject
Does pollution affect weather patterns? by BBC News

# data[].attributes.body
Media: Video, BBC News

Summary: This source discusses how pollution is affecting weather and climate.

Theme Connection: This source helps students make the connection between pollution and climate change/bigger more destructive storms. This source pulls in multiple other sources connecting different ideas and showing how they work together.

Complexity: This is the most complex text of the unit. Academic language is used without scaffolding. Many of the words presented in this video have been discussed and learned throughout the unit, but more support and guidance will be needed for this 2 minute clip.

Instructional use: As students watch on the first viewing, they will note any vocabulary that they do not know the definition of or that confuses them. This first viewing will also give students a chance to get used to the British accents of this video. On the second viewing students will begin to pull out important or interesting facts, categorizing them in their appropriate places. After a third viewing students will discuss what they learned and add their knowledge to an appropriate anchor chart.

# data[].attributes.attachment_link.readable_text
A study from Nasa has shown that intense weather systems may be caused by increased amounts of pollution in the atmosphere.

It is thought that emissions from countries like China over the last 30 years, could be contributing to extreme weather systems in places like America's north east.

BBC Weather's Sarah Keith-Lucas explains.

# data[].attributes.attachment_link.description
Video from Nasa shows how emissions could affect cloud formation and weather patterns.

# data[].attributes.headline
Why Do Leaves Change Color In The Fall by NPR 'But Why? A Podcast for Kids

# data[].attributes.subject
Why Do Leaves Change Color In The Fall by NPR 'But Why? A Podcast for Kids

# data[].attributes.body
Media: Audio, Podcast

Summary: This podcasts answers the question why do leaves turn colors in the fall. The listeners learn what causes leaves to be green and what triggers them to start to change color as well as why they change color in the fall each year. Also learned is why and how new growth forms during the spring.

Theme Connection: Weather and climate affect many things. This podcast helps show students that plants are affected by changing climate.

Complexity: This source does use some academic language that will need to be scaffolded in order to understand what is being said. Background knowledge and access to any anchor charts would be beneficial to students and lessen the overall complexity. The connected activity requires the students to think deeply about the interactions between what was discussed in the podcast as well as what they already know or have learned in this unit so the complexity level would be on the higher end of moderate.

Instructional uses: Playing this audio track would better help students to understand that weather and in this case climate affect all living things, including plants/trees. While listening to the podcast, students will discuss what they already know is affected by weather/climate, as well as how and why said things are affected. After listening a discussion on how plants/trees are affected by both weather and climate.

# data[].attributes.body
Media: Visual, Collage

Summary: This Collage contains 4 images of different weather types including windy, rainy, sunny, and foggy. Each image has distinct features to let the viewer know what they are looking at.

Theme Connection: This visual will help students see a variety of different weather types and notice different elements connected with that specific type of weather.

Complexity: These images are not that complex if there has been prior experience with each given type of weather. The most complex images are the fog and wind images. Fog does not occur on a consistent basis in all areas, some students may be very familiar with the different elements of fog while others may have never seen it before. The image if wind may be tricky because the only movement able to be seen in the image id the bending of the trees, this is a slight but crucial detail. Prior experience is the key to complexity for these images.

Instructional use: Students will work in groups and write down what they notice about the different images. They will discuss what is happening in the images and what elements help them identify that.

# data[].attributes.headline
The Weather Channel Interactive Weather Map

# data[].attributes.subject
The Weather Channel Interactive Weather Map

# data[].attributes.body
Media: Visual, interactive weather map

Summary: This map is found on the weather channel's website. The radar map can show both past and future weather as well as has many filters to look at different types of weather and how they move across the country.

Theme Connection: This interactive visual can show students how weather moves and changes over time as well as show how weather changes depending on the climate in which it is located.

Complexity: This resource requires students to use many skills, those relating to the concept of weather and climate as well as how to use the weather channel’s website/how to manipulate the different toggles to view aspects of what is available. Extra time for students to explore the website and ask questions is needed in order to get the most out of the activity.

Instructional use: Students will have time to explore the website and get used to the different options available to them. After they know where to find things and how to use the website the focus will change to look at the weather map itself, seeing how the weather moves and what type of weather is happening where. Students will note their surprises, and wonderings.

# data[].attributes.headline
Air Pollution Explained:Photos of Global Warming Impact by National Geographic's Christina Nunez

# data[].attributes.subject
Air Pollution Explained:Photos of Global Warming Impact by National Geographic's Christina Nunez

# data[].attributes.body
Media: Visual, National Geographic Pictures

Summary: There are eleven images provided by National Geographic ranging many areas that are affected by climate change. Shared are images of drought, melting icebergs, rising oceans, forest fires, deforestation, hungry animals and plants, and  red tides (algae bloom). These images are powerful and detailed.

Theme Connection: This resource will help students see real impacts of climate change and why it is important to pay attention to it. It is easy to read about climate change and not really connect with it but when pictures showing its impacts are displayed it becomes more real.

Complexity: This resource is very complex. There are various images in this collection ranging from melting ice caps, hungry polar bears, more extreme wildfires, deforestation, and so on. Although there are no words, these images make students think a lot, really using their background knowledge and the context clues within the images themselves (and knowing the context through what has been discussed).

Instructional use: Images will be presented to students. Before learning what they are, students will take into consideration their background knowledge, what they have learned throughout this unit, visual cues, and discussion with their peers to try to figure out what is happening. Some of the images are very detailed while others are simple and hard to decipher (making them more complex to understand). After trying to decide what each image is, students will share their ideas and decide as a class.  A description provided by the website will be read aloud for clarification or for any misunderstandings.

# data[].attributes.headline
4 Seasons Photo Comparison (no specified publisher- from 'wealth management company')

# data[].attributes.subject
4 Seasons Photo Comparison (no specified publisher- from 'wealth management company')

# data[].attributes.body
Media: Visual, 4 Sector Image

Summary: This image is split into four sectors. Each image within the graphic is of the same location, however, the scenery of the images are different. The different sectors represent the different seasons. Spring is filled with bright pink flower blooms and vibrant grass. The summer image displays lush green grass and leaves. In the fall the image displays the leaves changing colors and falling to the ground. Finally, in the winter shot snow covers the ground and there are no leaves on the trees.

Theme Connection: Climate has many implications. This visual can help students see how climate changes in certain regions throughout a 1 year period.

Complexity: This visual needs students to use their background knowledge about the different seasons and what happened during this time. The fact that this image cluster focuses in the same spot helps direct the students to look at what is happening in the photos instead of finding other unimportant details. The complexity of the image increases when asking what is happening in each photo and how they relate to each other.

Instructional use: Students will look at each photo and think about what is happening in each image and how they relate. Students will share what image matches what season and discuss why they think that. Students will discuss until all (or most) students agree and present their arguments and reasoning.

# data[].attributes.body
Media: Audio, Song

Summary: (0:24-end) This song talks about different forms of weather. The hook is “Hey! The weather is the state of the atmosphere.”  A description of different weather events is given and the listener is given the opportunity to ‘act like’ different storm types. The most common and popular weather types are mentioned throughout the song.

Theme Connection: This song has moments where it asks its listeners to act like different storms, like a tornado, it is one thing to see and learn about different storms, but actually moving like a given storm is more concrete.

Complexity: This resource, without the accompanying lyrics would be hard to grasp all at once. Multiple listens would be needed to get all of the information out of this song. The academic language presented is not that challenging, some vocabulary terms and core ideas would need to be scaffolded but overall this is not an overly complex source.

Instructional uses: After listening to the song a few times and learning what it means to become a storm, the class will participate in various activities of becoming storms and the different experiences they feel. An example would be a hurricane where someone spins and the push and pull their hands away and to the sides of their body. Their body represents the eye of the storm and their outstretched arms represent the wind speeds in the outer bands of the storm.

# data[].attributes.headline
What’s What With Weather by apps.kidslisten.org

# data[].attributes.subject
What’s What With Weather by apps.kidslisten.org

# data[].attributes.body
Media: Audio, Podcast

Summary: In total this resource is just under 30 minutes long (This will be split up by question.) This is a podcast covers many topics from why weather happens, different types of weather and what conditions cause them, as well as other climates are addressed and including why the Earth does not experience the same weather all at once. All the questions are asked by kids of various ages and are answered by a meteorologist.

Theme Connection: This resource answers many questions children have about precipitation, clouds, and other weather events. The responses from this resource can add to or confirm what students already know about weather and climate. They can also hear questions that they are thinking about being asked by children their age, younger and older, and hear a response by a professional.

Complexity: This resource is geared to younger students, and definitions and examples are given for aspects presented throughout the podcast. Concepts are broken down into attainable pieces and in terms that are easily understood. Academic language is used but it is thoroughly explained.

Instructional uses: The resource will be split up over time, and connected to what is currently being explored. Before listening students will come up with various questions, while listening they will see if their question was answered and what questions need further research to fully answer. During each section the audio should be paused periodically to ask questions or think more deeply about the information that was just presented and write down wonderings for future research.

# data[].attributes.attachment_link.keywords[]
children kids podcast ios apps education science discovery sharing

# data[].attributes.attachment_link.title
Kids Listen: What's What With The Weather?

# data[].attributes.attachment_link.description
From But Why: A Podcast for Curious Kids. We're getting answers to all of your weather questions! Where does snow come from? Why do clouds stay up in the sky? How hot is lightning? What are thunderstorms? How is wind made? Those questions and more are answered by meteorologist Mark Breen, author of The Kids' Book of Weather Forecasting.

# data[].attributes.body
Media:  Audio, Youtube audio playlist

Summary: Within this playlist there are three separate weather clips. One is a crunching of someone walking over fresh snow, another is rain during a thunderstorm and the last is of a sunny day, you can hear a light wind and birds chirping.

Theme Connection: Weather takes all of our senses. In many cases we can decipher what the weather is like based on the sounds we hear around us. This will help students hear the difference in weather types. A clarification will be made that the types of weather presented will not always necessarily sound like this but this is a general sense.

Complexity: The difficulty level for these texts will vary depending on students’ prior experiences and background knowledge of weather. For students who have not experienced snow this activity will be very difficult, while those who have will have an easier time.

Instructional uses: This text will be used for a visualizing activity. Students will participate in a think-pair-share where each clip will be played, they will picture what is happening in the clip, share with a partner and discuss. The parties will then share what they saw with the whole group.

# data[].attributes.headline
How Does It Snow In Hawaii? – Weather “Whys” For Kids by Paul Deanno 

# data[].attributes.subject
How Does It Snow In Hawaii? – Weather “Whys” For Kids by Paul Deanno 

# data[].attributes.body
Media: Text, Online Informational Webpage

Summary: (skip section titled “The ‘Lapse Rate’ Explained” This short text explains why snow is able to happen in Hawaii. Although Hawaii has a hot/warm climate year round, portions of the island have high altitudes. The higher you go up into the atmosphere the cooler it gets, so at the peak of mountains, even if the ground (sea level) temperature is 70º, it might be 30º, allowing it to snow if precipitation happens. It can and does snow in Hawaii, and totals can add up to pretty high numbers but it typically does melt fast.

Theme Connection: There are many misconceptions about climate, like the fact that it can snow in warm climates. Hawaii is known for its warm weather and beaches, but not many people know that snow can be found on the island. This text can help students understand that there are many factors that leads to different weather. In the case of Hawaii, altitude plays a major role in why it is able to snow.

Complexity: This article does contain some academic language that will need to be supported. However, this article is geared more towards kids, so academic language is kept to the most important. Students will also need to make a new definition of weather and climate to understand the ability of snow to happen in such a warm climate. This will be difficult for many to comprehend at first. The overall writing of the text is not overly complex, excluding the section I noted above.

Instructional uses: This text can be used in many ways. As a class we can read and annotate this text together. Then this text can add the to the conversation of weather versus climate. We know Hawaii as a hot climate, so how can it snow? This question can drive a great discussion. Another way to use this article is to connect it with current events, this was written a year ago, and this year Hawaii had its lowest altitude snow ever, this can aid in our discussion of climate change.

# data[].attributes.attachment_link.readable_text
Hawaii Isn't Just Palm Trees & Beaches

Ah, Hawaii. The sun. The sand. The beaches. The hikes. The heat.

The snow? Yes, THE SNOW!

It turns out that snow isn't even that uncommon in Hawaii. It happens almost every winter. You may be wondering, "How is that possible? Hawaii is where everybody wants to visit on vacation in the winter because it's so warm there!". And you're absolutely right. Thanks to the balmy Pacific Ocean water that surrounds the islands that make up Hawaii, coastal areas stay quite warm all 12 months on the calendar.

But there's one special part of Hawaii that has an entirely different climate. Look up and you'll see it!

It's All About Altitude

You may not know this, but what we see as the islands of Hawaii are actually the tops of very tall mountains. Most of these mountains are submerged under the deep waters of the central Pacific Ocean, but the highest parts of these mountains stick out above sea level. The tallest of these mountains is called Mauna Kea, which is located on the island of Hawaii (the 'Big Island'). In fact, if you were to measure a mountain's height from "base to peak" instead of measuring it simply by altitude above sea level, Mauna Kea is higher than Mount Everest.

Mauna Kea is only about 20 miles from ocean water that is in the 70s and 80s year-round. But because it is so much higher than the surrounding areas, its weather is much, much different. Using altitude, Mauna Kea is 4,205 meters, or 13,803 feet, above sea level. That's really high, and it's nearly as high as some of the tallest peaks in California, Colorado, and Washington!

The "Lapse Rate" Explained

Without getting too technical or too advanced, the general rule of Earth's atmosphere is that the temperature of a parcel of air will decrease as you go higher in altitude. There are some more specific things that go into exactly what the rate of cooling will be in a given location on a given day, but it's safe to say that "it gets a lot colder if you go up a few miles in elevation".

For example, as I'm writing this blog entry, it is 78 degrees at the Kailua/Kona Airport, but at the same time it's only 30 degrees at the top of Mauna Kea. That's a difference of 48 degrees, or 3.47 degrees per 1,000 feet in elevation. Assuming this lapse rate is present most days in the wintertime, the temperature will drop below freezing at the top of Mauna Kea many times. It gets cold in Hawaii... at a specific spot... a lot!

Snow, But How Often?

Mauna Kea, and it's sibling in altitude, Mauna Loa, certainly get cold enough in winter, but is there enough moisture to support snowfall on a regular basis? The short answer is: YES! Using the past few decades of weather history, it is safe to say that the highest elevations of Hawaii receive at least a dusting of snow several times each winter. Every few years, a Winter Storm Warning is issued as the peaks receive more than a half-foot of snow. But, since temperatures often warm above freezing, the snow doesn't last for more than a few days at most.

So the next time you are in Hawaii, check out the beaches, the palm trees, and if you're on the Big Island, you can check out the snow as well!

Enhance your child's love of weather with my new book, "WOW! Weather!". Now available on Amazon!

Get my free "2 Coolest Numbers In All Of Weather" newsletter by clicking here.

Read more about Paul and his career here.

Image 1: Courtesy NOAA/NWS

Image 2: Courtesy Mercator Maps, Inc.

Picture 3: Courtesy NOAA Satellites

# data[].attributes.attachment_link.title
Snow In Hawaii? Absolutely! Weather "Whys" For Kids

# data[].attributes.attachment_link.description
Hawaii is known for its beaches, its surfing, its warm weather, and for its palm trees. But there's on place in Hawaii that's quite wintry, and it snows there on a rather regular basis. Meteorologist Paul Deanno explains how this happens!

# data[].attributes.body
Media: Text, Online Informational Webpage

Summary: This source is split between labeled diagram and text. The image depicts the water cycle, showing and naming the different stages. The written portion of this source explains what clouds are made out of (water), the process of evaporation, and the cause of precipitation.

Theme Connection: This source pairs both written and visual aids to help understand the process of the water cycle and inturn weather. This source can help answer why does it rain?, why do storms happen?, what happens to water when it rains? And so on.

Complexity: This text is not that difficult. The use of image and text together help build an overall understanding of the topic. There is academic language used but they are explained both described in words and show in the illustration.

Instructional uses:  This source can be used to show why precipitation happens. First I would ask students to look at the illustration and read the short text independently. Then I would have them get into their groups and share their thinking about what they see and have read. We would then share as a whole class what was learned, what happened in the water cycle and why. A connection to other texts read and connections to storms talked about can be made to help come full circle.

# data[].attributes.attachment_link.title
What is Precipitation? | Worksheet | Education.com

# data[].attributes.attachment_link.description
Learn all about precipitation and the role it plays on the planet in this weather science worksheet.

# data[].attributes.body
Media: Text, Online Informational Webpage

Summary: This website briefly explains what climate is as well as defines major vocabulary words that the reader will encounter. The authors explain the difference between weather and climate by providing definitions for both. Factors that affect both weather and climate are also explored including natural barriers like mountains and the position of the Earth in comparison to the sun. There are a lot of answers to questions that are likely to be asked when discussing this topic.

Theme Connection: Students ask many questions and need to be able to explore resources to help answer them, they also need to explore resources to come up with and continue questioning. This website provides brief answers to and possible jumping off points for many aspects concerning weather and climate.

Complexity: This text is slightly to moderately complex. There is some academic language that will be difficult for students, but some words are already defined at the top of the webpage. The webpage is also organized in a way that is not confusing and is user accessible (also readily printable) Background knowledge and connections to other texts would make this text easier to understand. However, the short blurbs make obtaining individual pieces of information/ideas/concepts easier and more digestible.

Instructional uses:  This text could be used for students to explore, think of questions, answer questions they have, and start conversations about weather and climate as well as be used and referenced multiple times throughout this unit. This webpage can also be used in part of the GRR process of distinguishing between important and interesting facts.

# data[].attributes.attachment_link.readable_text
Climate

What is climate?
Climate is the average weather usually taken over a 30-year time period for a particular region and time period. Climate is not the same as weather, but rather, it is the average pattern of weather for a particular region. Weather describes the short-term state of the atmosphere.

What is our climate system?

Atmosphere

The atmosphere covers the Earth. It is a thin layer of mixed gases which make up the air we breathe. This thin layer also helps the Earth from becoming too hot or too cold.

Oceans

Oceans cover about 70 percent of Earth's surface. Their large size and thermal properties allow them to store a lot of heat.

Land

Land covers 27 percent of Earth's surface and land topography influences weather patterns.

Ice

Ice is the world's largest supply of freshwater. It covers the remaining 3 percent of Earth's surface including most of Antarctica and Greenland. Ice plays an important role in regulating climate, because it is highly reflective.

Biosphere

The biosphere is the part of Earth's atmosphere, land, and oceans that supports any living plant, animal, or organism. It is the place where plants and animals, including humans, live.

What is weather?
The weather is just the state of the atmosphere at any time, including things such as temperature, precipitation, air pressure and cloud cover. Daily changes in the weather are due to winds and storms. Seasonal changes are due to the Earth revolving around the sun.

What causes weather?
Because the Earth is round and not flat, the Sun's rays don't fall evenly on the land and oceans. The Sun shines more directly near the equator bringing these areas more warmth. However, the polar regions are at such an angle to the Sun that they get little or no sunlight during the winter, causing colder temperatures. These differences in temperature create a restless movement of air and water in great swirling currents to distribute heat energy from the Sun across the planet. When air in one region is warmer than the surrounding air, it becomes less dense and begins to rise, drawing more air in underneath. Elsewhere, cooler denser air sinks, pushing air outward to flow along the surface and complete the cycle.

Why do mountains affect weather and climate?
There are two sides to a mountain: wayward and leeward. Whenever it is raining, the wayward side gets the rain. As a cloud goes up the mountain, it keeps raining until there is no more water in the cloud. Now, as the cloud starts to go down the other side of the mountain, there is no more precipitation. So, the leeward side of the mountain doesn't get any rain. The flat ground on this side of the mountain is dry and humid. What is the Water Cycle?

Earth has a limited amount of water. So, that water keeps going around. We call it the water cycle. The water cycle begins with evaporation. Evaporation is when the sun heats up water in rivers, lakes or the ocean. Then turns it into water vapor or steam. The water vapor or steam leaves the body of water and goes into the air. Transpiration is the process by which plants lose water out of their leaves. Condensation is when water vapor in the air gets cold and changes back into water to form clouds. Think of it this way, when you open a cold soda on a hot summer day, your soda will start to sweat as water droplets form on the outside of the can. Precipitation occurs when so much water has condensed that the air can't hold it anymore. This is how we get rain or snow. Collection happens when the precipitation falls and is collected back in the oceans, lakes and rivers. When it falls to the ground, it will soak into the earth and become ground water. This is the water cycle and it just keeps repeating.
Click Here to learn more about the Earth's water cycle.

Why do we have seasons?

As the Earth spins on its axis, producing night and day, it also moves about the Sun in an elliptical (elongated circle) orbit that requires 365 1/4 days to complete. The Earth's axis is tilted at 23.5 degrees and is why we have seasons. When the Earth's axis points towards the Sun, it is summer for that hemisphere. When the Earth's axis points away, winter can be expected.

What is the significance of the Sun to the Earth?
Without the Sun, there would be no weather. Earth is positioned as the third planet, so our temperatures are sustainable for life. The average temperature of Mars is much colder, while Venus is much hotter.

How can you tell what time it is by looking at the Sun?

Why do we get more sunlight in the summer than in the winter?
You might not have noticed this, but the Earth tilts over slightly. If you have a globe at home or in school, you can see that the line between north and south poles, that goes through the center of the Earth, isn't vertical. It's actually tilting over by about 23 degrees. In our summer, the north pole is pointing towards the Sun so the Sun rises and sets roughly from due east to due west. In winter, the Earth is on the other side of the Sun so the North Pole is pointing away from the Sun. This means the Sun rises and sets more towards the southeast and southwest. You might notice this as you look out of the window. Think back to how high in the sky the sun was during the summer. Compare this to where the sun is during the winter and you'll see it's much lower down towards the horizon. Because the sun is lower down on the horizon, there's less time for it to travel between horizons. There's less distance for it to travel so the sun rises later and sets earlier meaning there's less daylight. What is the purpose of the Moon?
Because the sun ALWAYS rises in the east and sets in the west, you can tell the time just by looking at where the sun is. When you look east and the sun is on the horizon that means its approximately 6:00am. When the sun is directly above your head that means its noon. When you look to the west and the sun is on the horizon that means its approximately 6:00pm.

Why do the leaves change color?

The tidal effect of the moon helps to recirculate the oceans and keep them from becoming stagnated. The result of which would be catastrophic for advanced forms of life like humans.

What is Climate Change?
During the spring and summer the leaves have served as factories where most of the foods necessary for the tree's growth are manufactured. This food-making process takes place in the leaf in numerous cells containing chlorophyll, which gives the leaf its green color. Along with the green pigment are yellow to orange to red pigments as well. Most of the year these colors are masked by great amounts of green coloring. But in the fall, because of changes in the length of daylight and changes in temperature, the leaves stop their food-making process. The chlorophyll breaks down, the green color disappears, and the yellow to orange to red colors become visible and give the leaves part of their fall splendor. The best time to enjoy the autumn color would be on a clear, dry, and cool day.

What is Global Warming?
Climate change represents a change in long-term weather patterns. They can become warmer or colder. Annual amounts of rainfall or snowfall can increase or decrease.

Global warming refers to an average increase in the Earth's temperature, which in turn causes changes in climate. A warmer Earth may lead to changes in rainfall patterns, a rise in sea level, and a wide range of impacts on plants, wildlife, and humans. When scientists talk about the issue of climate change, their concern is about global warming caused by human activities . (Graphic Credit: World Almanac Education Group)

Is the Earth getting warmer?

Yes! The Earth has warmed by about 1ºF over the past 100 years. But why? Well, scientists are not exactly sure. The Earth could be getting warmer on its own, but many of the world's leading climate scientists think that things people do are helping to make the Earth warmer.
Click Here to learn more about Global Warming.

What is the Greenhouse Effect?
The greenhouse effect is the rise in temperature that the Earth experiences because certain gases in the atmosphere like water vapor, carbon dioxide, nitrous oxide, and methane trap energy from the sun. Without these gases, heat would escape back into space and Earths average temperature would be about 60ºF colder and would not be warm enough for humans to live. But if the greenhouse effect becomes stronger, it could make the Earth warmer than usual. (Graphic Credit: EPA)

Global Warming may be a big problem, but can you make a difference?
Yes! There are several little things you can do to make a difference. Try carpooling. This will help reduce the amount of fossil fuels going into the atmosphere. Whenever you use electricity, you help put greenhouse gases into the air. Turning off lights, the television, and the computer when you are through with them. Also, planting trees is fun and a great way to reduce greenhouse gases. Trees absorb carbon dioxide, a greenhouse gas, from the air. Finally, don't forget about recycling.

In a normal year, the warmest water is in the far western Pacific. This forms thunderstorms.

(Graphic Credit:
USA TODAY)

In an El Niño year, the warmest water moves eastward across the Pacific. Thunderstorms disrupt the jet stream changing the weather pattern.

What is El Niño?
El Niño is a climate pattern where the water in the Pacific Ocean near the equator gets hotter than usual and affects the atmosphere and weather around the world. El Niño climate conditions occur every few years, and they are not predictable. El Niño is Spanish for The Little Boy. It refers to the Christ child and was named by Mexican fisherman, who noticed the climate pattern often formed around Christmastime.
What type of a climate pattern do we see with an El Niño?
The climate pattern can change the weather of the United States, particularly in California and the southern states. Usually, El Niño brings more rain and higher temperatures. Also, warm ocean currents come farther north and all kinds of tropical fish can be caught in the waters far north along the United States West Coast. El Niño may also bring warmer than normal winter temperatures to the eastern part of the United States.

What is La Niña?
La Niña is sort of the opposite of El Niño. During a La Niña, the water in the same area along the equator gets colder than usual. This, too, affects weather around the globe and in the U.S. According to scientists, La Niña cycles generally create a more active hurricane season in the Atlantic.

What type of climate pattern do we see with La Niña?
In the United States, La Niña is expected to bring above normal temperatures throughout most of the Southwest and southern Florida in the late summer and fall. These warmer conditions will extend across the Southeast during the winter months. Cooler than normal winter temperatures are expected in the Pacific Northwest. Cooler than normal temperatures are also expected across the Great Lakes and Northeast later in the winter into spring. In addition to temperature effects, La Niña is also expected to affect rainfall. Drier than normal conditions will persist in west Texas, New Mexico and Arizona into October. The late fall and early winter forecasts indicate continued dry conditions throughout much of the southern U.S. and into portions of the Midwest. Above normal precipitation is predicted for much of the Pacific Northwest throughout the fall and into the winter months, and in the Ohio and Tennessee River Valley in the winter.

What are the layers of the Earth's atmosphere?
The atmosphere is divided into five layers. It is thickest near the surface and thins out with height until it eventually merges with space.
Troposphere: The troposphere is the first layer above the surface and contains half of Earth's atmosphere. Weather occurs in this layer.

Stratosphere: The stratosphere is the second layer of the Earth's atmosphere. Many airplanes fly in the stratosphere, because it is very stable. Also, the ozone layer absorbs harmful rays from the Sun.

Mesosphere: The mesosphere is the third layer of the Earth's atmosphere. Meteors or rock fragments burn up in the mesosphere.

Thermosphere: The thermosphere is the fourth layer of the Earth's atmosphere. It's the layer with auroras and where the space shuttle orbits.

Exosphere: The exosphere is the fifth and last layer of the Earth's atmosphere. This is the layer where the atmosphere merges into space. This layer is extremely thin .

What is the tropopause? The tropopause is the atmospheric boundary located between the troposphere and stratosphere. Going up from the surface, its the point where air ceases to cool with height and becomes almost completely dry.

What is ozone?
Ozone is a natural gas that is found in two different layers of the atmosphere. In the layer around the Earth's surface, otherwise known as the troposphere, bad ozone dirties the air and helps make smog. The troposphere extends up to the stratosphere layer, where good ozone protects life on Earth by absorbing some of the sun's UV rays. Stratospheric ozone is found most often between six to 30 miles above the Earth's surface.
What is the ozone layer? The ozone layer forms a thin shield high up in the sky and is located in the stratosphere. It protects life on Earth from the sun's ultraviolet rays. In the 1980s, scientists began finding clues that the ozone layer was going away or being depleted. This allows more UV radiation to reach the Earth's surface. This can cause people to have a greater chance of getting too much UV radiation. Too much UV can cause bad health effects like skin cancer, eye damage, and get you sick easier.

What is deforestation?
Deforestation is the cutting down large numbers of trees to use the land for something instead of a forest. Cutting down trees can affect the climate. After rain falls on a forest, mist rises and new rain clouds form. When forests are cut down, this cycle is disrupted, and the area eventually grows drier, causing a change in the local climate. If huge areas of trees are cut down, the carbon dioxide they would have used builds up in the atmosphere and contributes to the greenhouse effect. And without trees to hold the soil and absorb water, rain washes topsoil away, a process called soil erosion.
What is erosion? Erosion is the wearing away of the land by water, ice or wind. Soil erosion is a natural process. It becomes a problem when human activity causes it to occur much faster than under natural conditions. Wind and water are the main agents of soil erosion.

Acid rain is rain, snow or fog that is polluted by acid in the atmosphere and damages the environment. Two common air pollutants acidify rain: sulphur dioxide and nitrogen oxide. When these substances are released into the atmosphere, they can be carried over long distances by prevailing winds before returning to earth as acidic rain, snow, fog or dust. When the environment cannot neutralize the acid being deposited, damage occurs. What is acid rain?

Climate Activities

Acid Rain Experiment: Here is a great experiment on acid rain. It lets kids see how destructive acid rain can be to statue and buildings.

Greenhouse Effect Experiment: Ozone Pollution Science Fair Project: Here are some great science fair project ideas to help kids understand ozone pollution and makes them aware of how it is formed.

Science Fair Project Ideas: Here is a complete list of science fair project ideas. Discover the science behind the weather that impacts us every day.

# data[].attributes.attachment_link.title
Weather Wiz Kids weather information for kids

# data[].attributes.attachment_link.description
Weather Wiz Kids is a fun and safe website for kids about all the weather info they need to know. It contains tools for weather education, including weather games, activities, experiments, photos, a glossary and educational teaching materials for the classroom.

# data[].attributes.headline
Troposphere Facts: Lesson For Kids by Josh Corbat

# data[].attributes.subject
Troposphere Facts: Lesson For Kids by Josh Corbat

# data[].attributes.body
Media: Text, online informational article excerpt

Summary: This text introduces students to the concept of Earth having an atmosphere as well as different levels within the atmosphere. After giving an overview of of what the atmosphere is, the text moves on to explaining the troposphere, which is a layer of the atmosphere. We learn where the troposphere is and what happens there.

Theme Connection: Students can use this article to add to their background knowledge when looking at other texts. Specifically when the atmosphere is mentioned, they will have a better understanding of what it is as well as know which sphere (the troposphere) humans live and weather occurs in.

Complexity: Even though this text is geared towards students, due to the combination of the complexity of the information presented and high academic vocabulary demands, I would say that this is a moderately difficult leveled text. The most difficult words are repeated throughout the short text giving students multiple exposures of the word in context. The use of comparisons also helps the reader understand the complex ideas that are presented.

Instructional uses: This text can be used to give students more specific details about what the atmosphere is, where and what the troposphere is and what occurs  in this layer. After a discussion about what was learned, important information can be added to our weather and climate anchor chart.

# data[].attributes.attachment_link.readable_text
The Atmosphere

Just like the ground beneath our feet is divided into layers, the air above our heads is, too.

The atmosphere is made of five layers of gases that surround the Earth, like a blanket. It starts at the ground and travels upward about 10,000 kilometers (6,200 miles), and then the atmosphere stops and space begins.

Without the atmosphere, no plants or animals would be able to live. This is because the atmosphere contains all the gases we need to breathe (like oxygen), and all the gases plants need to make food (like carbon dioxide). Let's now talk about one layer of the atmosphere, the troposphere.

The Troposphere

The troposphere is the lowest layer of the atmosphere. In fact, you're sitting in it right now. The troposphere starts at the ground and travels upward about 10 kilometers (6 miles). Above that point, another layer of the atmosphere starts.

The troposphere is the most important to us because it is the layer we live in. We breathe oxygen from the troposphere. Weather happens in the troposphere, so we also need to thank this layer for the rain that helps us grow our food.

As you go upward in the troposphere, the temperature drops and gets colder, which is why tall mountains are snowy white on top. So be sure to carry a warm coat and gloves if you decide to climb Mount Everest!

Can We Go Above the Troposphere?

You might be wondering if it is possible for us to go above the troposphere. We can, but only with the help of special equipment, like airplanes, because it's too cold for life above the troposphere, and there's not enough oxygen to breathe.

# data[].attributes.attachment_link.keywords[]
troposphere facts: lesson for kids | study.com

# data[].attributes.attachment_link.title
Troposphere Facts: Lesson for Kids | Study.com

# data[].attributes.attachment_link.description
Just like the ground beneath our feet is divided into layers, the air above our heads is, too. The atmosphere is made of five layers of gases that surround the Earth, like a blanket. It starts at the ground and travels upward about 10,000 kilometers (6,200 miles), and then the atmosphere stops and space begins.

# data[].attributes.body
Media: Text, Informational Trade Book

Summary: This book addresses the history of climate change research,  what climate change looks like, and how it has and is affecting everything on earth. The reader is introduced to this in the before the first chapter even starts in a section called what is climate change. This prologue gave the reader insights into how a changing climate is affecting polar bears across the arctic. This book goes into detail to explain different aspects of climate change and discusses what is causing the warming of the Earth, provides points of view from multiple perspectives, describes  how this is affecting people's lives not just with changes in weather and overall climate and so on.

Theme Connection: This book connects with the students’ authentic writing task. Students will be able to use knowledge that they acquired from this book to help guide their thinking and prepare them for their presentations.

Complexity: Lexile 830L

This book is quite difficult for the third grade, it is just above the the grades top lexile level. However, I do not expect students to read this book in its entirety independently or without supports from their peers. This book needs to be scaffolded with other resources, as well as explicit instruction of key vocabulary.

Instructional uses: Parts of this book will be read aloud to students and other parts students will work in groups to read and discuss the big ideas of what was read in scaffolded activities. While reading, different anchor charts will be filled out with important details that can be referred to later on. An additional use for this book would be to have students use this as an mentor text (on the second reading or later of a given chapter) to distinguish between important and interesting details using the GRR process.

# data[].attributes.body
Media: Text, Informational Trade book

Summary: This book gives a brief overview of why seasons change and how they change depending on where you are on Earth. After the description each season is then broken down individually, telling the reader what typically happens in the said season. The book also touches on the idea of weather and climate of both the Poles and Equator.

Theme Connection: This book can help the reader begin to see the difference between weather and climate. This distinction is important and this book can help explain this difference. Certain areas of the planet have different climates depending on where they are or what time of year it is.

Complexity: Lexile 620L

Although this book is in the midrange of third, the writing itself is not that complex. Students need to be able to use background knowledge in order to fully understand and take in what is being said. The vocabulary can be tricky, but the use of labeled diagrams and comparisons make what is being said easier to take in. Also each season is set up in a similar manner, allowing the reader to focus on the information instead of focusing on new syntax.

Instructional uses:  An anchor chart can be created for what students know --or think they know-- about the distinctions between weather and climate. After filling in what we can, this book can be read. This book can be used to help students further distinguish between weather and climate and give them language that may not have been available to them before. After reading hold another discussion and add more to the chart. This can also be a jumping off point to look at their AWT project.

# data[].attributes.headline
Everything Weather by Kathy Furgang and Tim Samaras (National Geographic Kids)

# data[].attributes.subject
Everything Weather by Kathy Furgang and Tim Samaras (National Geographic Kids)

# data[].attributes.body
Media: Text, Informational Trade Book

Summary: This book talks about what weather is, different extremes of weather like tornados, hurricanes, droughts, blizzards floods and so on. This book is also filled with detailed maps, charts, and images illustrating different ideas. Weather predicting is also a large part of this book, there is a description of weather prediction throughout history and the tools used to predict weather. There are also sections that talk about storm chasers, activity pages and a list of resources to go to for further research.

Theme Connection: This text helps give students access to important information relating to weather as well as giving them many fun facts and intriguing images to help capture and keep their interests.

Complexity: (Lexile 950L)According to the lexile level, this is a pretty difficult text. However, this book will not be used on its own, but used as a support, or continuation of other texts. This text also contains  traditional informational text features which will help students know how to move through this text. The images, captions, charts, and labels help in understanding this text.

Instructional Uses: First, this text can be used as a model to distinguish between important information and interesting information. This text will also be used across the unit to reinforce other sources. This text will also be available to students to read when they have choice reading time or other free time. This book provides important information to help guide understanding but it also filed with ‘fun facts’ and other interesting information.

# data[].attributes.body
Media: Text, Informational Trade Book

Summary: In this book Gail Gibbons describes the job of a weather forecaster. In this book the readers learn about the job of weather forecasting and the different tools used for the job throughout the different seasons.

Theme Connection: This text helps students see who and what is needed to predict weather day to day. There are explicit descriptions of these peoples jobs and tools as well as images to help in understanding the concepts.

Complexity: (Lexile 640L)

This is an appropriately complex text and different features within the text make this text not too difficult. There are only a few sentences on every page, and the illustrations are matched with the information presented on each page. Because this is an informational text there are also definition and labeled diagrams of more complex ideas.

Instructional Uses: This book would be used as a mentor text for how  informational books are written and what text features are used to help present important information. This book will be looked back on throughout the unit to connect back to information we learn, or if we come across tricky vocabulary words or are unsure of what a specific weather instrument is.

# data[].attributes.body
Media: Text, Literary

Summary: Wind has wreaked havoc on a community. Within this brief book we see some of what wind can do and a glimpse of the power of wind. The illustrations also helps bring to life this power in a comedic, light hearted way.

Theme Connection:

Although we cannot see wind, it is a major factor when looking at weather. Wind (at different elevations) is one of the factors that causes weather to change/ move.

Complexity: (Lexile 520L)

This book is at the very low end of the third grade reading level. The syntax of the sentences can be a little confusing but the vocabulary is not very difficult. The illustrations are directly associated with the text, helping in any confusion.

Instructional uses:

This literary work can help bring the students to look at and discuss various types of weather, and what weather elements they may not have thought of before. This story can also be a launch point to discuss how weather moves.

# data[].attributes.body
Media: Text, Literary

Summary:  This story is set during a period of very hot and dry weather. The characters are suffering from the heat and want rain to come. Tessie, the main character, notices a cloud in the distance and hopes for rain to come, repeating the phrase, “Come on, rain!” The story ends with a rainstorm actually coming and rejuvenating the neighborhood.

Theme Connection: Through this book we see some of the implications of hot dry weather, and how much rain is needed. In the beginning of the story, the characters are hot and warn from the blazing sun, the plants are also suffering from the intense heat. This can help students see the importance of rain and some of the effects of drought.

Complexity: (Lexile 660L)

This books is right in the middle of the third grade range. This text, with support, is perfect to dig deeper and begin to look at deeper implications of weather on communities. Some ideas will need to be scaffolded with other sources, but this would be good to assist in creating a discussion.

Instructional uses: After reading this book and looking at some of our other resources  a discussion will be held about the importance of rain, both in small and large scale. How weather of all types affects many things, both people and vegetation.

# data[].attributes.body
Media: Text, Literary

Summary:

This is a sweet story of a granddaughter and her babushka as a thunderstorm approaches their farm. As the storm approaches the granddaughter is scared but babushka distracts the granddaughter by collecting materials and baking a cake together. Babushka then shares how brave her granddaughter has been, making her realize that she had been brave the whole time.

Theme Connection:

This text helps the reader connect weather events to their own lives and think about how they react to different storms.

Complexity: (630L)

This book is within the third grade reading level. This book is perfectly fitted for the intended grade range. Some vocabulary would need to be scaffolded to help all students participate in the activity.

Instructional uses: For this book I would do a think aloud, sharing my own storm experiences, modeling how I connect my background knowledge to what we are talking about. A discussion can follow about what they do during a thunderstorm, how they feel, any traditions like the main characters, and how they might feel in the future after reading this book.

# data[].attributes.body
Media: Text, Literary

Summary: This book shares a story of a perspective snow day between a family. The point of view is kept secret throughout most of the story. The family watched the news where they  learn about a coming snowstorm and dream up all that they will do on their snow day. But, do they actually get a snow day in the end?

Theme Connection: Weather affects us in many ways, especially if you live in a cold climate during the winter. This book shares a  story that all of us face living where we do. This book also supports readers’ background knowledge and helps them begin to truly see weather’s impact on everyday life.

Complexity: (Lexile 460L)

This book is just below the third grade reading level which starts at 520. The language/vocabulary used in this book might be similar, but it leaves the students guessing what is going to happen as well as guessing who the narrator is. This book requires students to actively thing about what is happening throughout the story. I also want students to be able to see how weather affects us, or doesn’t affect us in our own lives, so having a “simpler” text will help them focus on what I want them to instead of focusing on the language.

Instructional uses:

With this text I recommend an interactive read aloud. Asking questions throughout, having students think-pair-share their own experiences of having snow days or thinking that they might have snow day.