2 day to plan out their video

2 days to record their video

1 day for presenting

Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)

3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

5.3.2. Discuss ideas with others in a group, listen well, and change ideas when appropriate.

Performance standard PreK-4^th. Engage in self-directed

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

2nd day is getting data

3rd day is graphing and comparing

• Thermometer

• Rain gauge

• Wind Vain

Students:

• Journal

• Pencil

• Class Ipad

2.     Explain that for the next week the students will be meteorologists

3.MD.4.  Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories

3-ESS3-1: Earth and human activity, specifically looking at how humans track weather and temperature.

Grade Level: 3rd Grade

Unit Objectives:

Students will understand how temperature influences weather conditions and will represent this understanding through illustrations, written descriptions, and matching activities.

Students will understand the concept of temperature and its importance in daily life. They will be able to measure temperature using thermometers in both Celsius and Fahrenheit, collect and record temperature data, and represent that data through bar graphs. Students will analyze the graphs to identify patterns, drawing conclusions about temperature changes and using this information to make predictions.

• Students will be able to recognize various weather conditions, as well as know how to collect data from certain instruments about weather.

• Students will know what a prediction is and what steps they can take to form a good one.

• Students will know what an observation is and how to make quality observations.

Thermometer

Technology board with photos on it

Graph paper

Students

Their pencils

Paper for their two-column chart

Markers

W.3.10.a Choose words and phrases for effect.

W.3.2.d Provide a concluding statement or section.

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Cr2.1.3 Create personally satisfying artwork using a variety of artistic processes and materials.

Cr3.1.3 Elaborate visual information by adding details in an artwork to enhance emerging meeting.

Re7.2.3 Determine messages communicated by an image.

3.MD.4.  Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories

3-ESS3-1: Earth and human activity, specifically looking at how humans track weather and temperature.

ESS2.D. Weather and Climate

Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. (3-ESS2-1)

5.3.2. Discuss ideas with others in a group, listen well, and change ideas when appropriate.

Performance standard PreK-4^th. Engage in self-directed play.

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

·       Students will be able to record temperature data

·       Students will create a bar graph to represent their data they found

Students will be able to analyze their bar graph and see the differences

First, I will demonstrate how to read a Fahrenheit thermometer so that they can get the feel of what we will be doing in today’s class. I will also tell them about Celsius as well, but we will just be sticking with Fahrenheit. For example, if the thermometer reads 20 degrees Celsius, then that means the temperature is 20 degrees Celsius in whatever area that the thermometer is in. I will also show photos on the board of different climates with thermometers of different places in America and even different countries! So that they can have many examples of how thermometers work and how different temperatures are all over the world.

I will also show them that one way to organize and show temperature data is by using a bar graph. The x-axis is horizontal on the graph and the y-axis is vertical. I will draw an example on the board of what that looks like.

·       I will pair up students so everyone will have one partner. I will give each group 1 thermometer

·       Students will go around measuring the temperature with their thermometer in different areas in the classroom as well as around the school to measure the temperature. We will also go outside as a class so each group can get the temperature outside. They will only look at Fahrenheit.

·       Each group will make a simple chart with two columns to record their data: Location and temperature (in that location)

3^rd day – graphing data

·      I will tell them that the x-axis(horizontal) in our graph will represent the different locations that they got yesterday. The y-axis(vertical) will represent the temperatures that they got yesterday.

·      I will show an example of what it is to look like, so they have a good understanding for when they make their own graphs

·      I will the ask the students to graph their own data they recorded. Each student in the pair will have their own graph to do. They can still work together though. They will write down the different locations spaced out nicely on the bottom of the x-axis. Then on the y-axis they will write down numbers going up it (ex. 10, 20, 30, 40, 50).

·      They will then draw bars corresponding to the temperature at each location (ex. Outside was 65 degrees so on the top of their outside section they will draw a bar going up to 65). They will do this with each location that they got – should have at least 5. They will color in each bar on the graph a different color, so it is distinct.

·      I will walk around the classroom to make sure students are doing it correctly

W.3.10.a Choose words and phrases for effect.

W.3.2.d Provide a concluding statement or section.

RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

Cr2.1.3 Create personally satisfying artwork using a variety of artistic processes and materials.

Cr3.1.3 Elaborate visual information by adding details in an artwork to enhance emerging meeting.

Re7.2.3 Determine messages communicated by an image.

·      How can graphs help us understand temperature better?

·      Why are thermometers important?

·      What was the most interesting thing you learned about measuring temperature?

I could also give any struggling students a prelabeled graph

For any advanced students I could have them try and do both Celsius and Fahrenheit scales and compare temps in both systems

• All About Weather: A First Weather Book for Kids by Huda Harajli

• Weather condition cards

• Thermometer visual cards with temperature cards

• Paper

• Art Materials (markers, crayons, colored pencils, etc.)

Student:

• Paper

• Art Materials (markers, crayons, colored pencils, etc.)

• Pencil

During Reading:

• What are some things people might do on a sunny day?

• What temperature do you think it is when it’s sunny?

• Why do you think it rains?

• What do you notice in the picture about what people wear when it rains?

• What happens to the temperature when it snows?

• How can you tell this picture shows a snowy day?

• What are some things that might happen on a windy day?

• How might you describe the temperature on a windy day?

• What does the thermometer in this picture show?

• How do you think thermometers help us learn about the weather?

After Reading:

• Which type of weather is your favorite and why?

• How can we use what we learned about weather and temperature to prepare for the day?

• Why is it important to know what the weather will be like?

Highlight and discuss key vocabulary:

• Weather - Day-to-day variation of the atmosphere's condition locally.

• Temperature - the measure of hotness or coldness expressed in terms of any of several scales, including Fahrenheit and Celsius

• Thermometer - a device that measures air temperature.

• Climate - the variations of weather conditions over long periods of time.

Write vocabulary words and their meanings on the white board and instruct students to do the same with pencil and paper on their own.

• A snowy day in the winter

• A rainy day in the spring

• A warm, sunny summer day

Encourage students to add specific details that reflect the temperature and weather:

• Snowflakes

• Puddles

• People wearing shorts or mittens

Have students write a caption using the key vocabulary words to describe their drawing:

• "This is a snowy day. The temperature is below 32°F, there are snowflakes falling from the clouds, and the people outside wear hats and mittens."

What tools do we use to measure temperature?

How can we organize our data that we collected?

Not breaking the thermometers

Display the students completed drawings and captions in the classroom.

• Observe students during discussions and note their understanding of weather vocabulary and temperature.

• Check drawings and captions for accuracy and use of vocabulary

• Observe students as they complete matching activities and worksheet.

Summative:

• Have students complete "What's the Weather?" worksheet.

• What types of weather have you experienced?

• What do you think causes changes in weather?

• How does temperature affect what we see outside?

• How do we measure the temperature outside?

• Is the weather the same every day? What about the temperature?

Document students' answers on the whiteboard to assess their prior knowledge of weather conditions and temperature.

Begin with a class discussion:

• Why is it important to measure rainfall and wind direction?

• What tools do scientists use to measure rainfall and wind direction?

Show and demonstrate the use of a rain gauge and a wind vane.

Exploration:

Divide students into small groups and take them outside to use the tools:

• Place the rain gauge in a designated spot and demonstrate how to measure the amount of rain in the rain gauge.

• Use the wind vane to observe and record the current wind direction

Record wind and rain gauge data in an Excel sheet for the following two days.

Graphing:

• Students use bar graphs to graph the data they collected using graph paper.

Conclusion:

Conduct a class discussion:

• What did you learn about a rain gauge?

• What did you learn about a wind vane?

• How do graphs help us understand weather data?

• How do temperature and weather conditions relate?

• Why is it important to understand weather patterns?

Ask students to reflect:

• What new things did you learn about the weather today?

2.     Split students up into groups of 4 students per group

3.     Explain that in these groups students will have 3 days to observe the weather and collect data about the weather. They will collect this information in a journal.

4.     Tell them that at the end of those 3 days they will be making a weather video using an Ipad that explains everything they journaled about, so they should make as many observations about the weather as they can every day and make their notes as detailed as possible because they will need as much information as possible for their project. Additionally, explain that at the end of their weather video they will try to predict one day of weather using what data they gathered throughout the week.

5.     Starting project- Go more in depth into about how in their journals they will write down what they see with their eyes each time they go outside. Is it cloudy? Sunny? Additionally, each group will have a thermometer, rain gauge, and wind vain. Students should use these instruments the way they learned throughout the unit as well as chart data they gather the way they learned throughout the unit.

6.     Teacher will show an example to the class about what a daily journal might look like:https://docs.google.com/document/d/1iFQS2doZLyXHzvlU6gaJC2SGOnEHtrYD1gjCq62J6tQ/edit?usp=sharing

7.  Project- In their groups, for the first 3 days of the project (Monday-Wednesday), students go outside at various times each day to look at the weather and use weather instruments. Each time they go out they should take their weather journals and weather instruments, document the day and time, and then begin writing down their observations and charting their data.

8. After they have completed collecting data, each group will have 2 days to plan out their video, (Thursday and Friday). During these days they should organize their data so that in their video they can talk about what they saw and recorded each day. Students should work together to create some sort of script for their video. During this time also explain that students may choose to use materials and props they have made or found around the room to make their video look more realistic.

9. On this day students should also look at trends in their observations and data to make a simple weather prediction. Has it been hot or cold? Sunny every day? Cloudy every day? Do we think it will storm next week?