Download Representing Weather Patterns

Grade 4
Science
Unit: 06
Lesson: 01
Suggested Duration: 5 days
Science Grade 04 Unit 06 Exemplar Lesson 01: Representing Weather Patterns
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson
by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this
lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your
district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA
Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
Students will record observable changes in weather and record the changes on a weather map. Students will use these weather maps to
predict patterns of change in the weather.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
4.8
Earth and space. The student knows that there are recognizable patterns in the natural world and among
the Sun, Earth, and Moon system. The student is expected to:
4.8A Measure and record changes in weather and make predictions using weather maps, weather symbols,
and a map key.
Supporting Standard
Scientific Process TEKS
4.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and
outdoor investigations. The student is expected to:
4.2B Collect and record data by observing and measuring, using the metric system, and using descriptive
words and numerals such as labeled drawings, writing, and concept maps.
4.2C Construct simple tables, charts, bar graphs, and maps using tools and current technology to organize,
examine, and evaluate data.
4.2D Analyze data and interpret patterns to construct reasonable explanations from data that can be
observed and measured.
4.2F Communicate valid, oral, and written results supported by data.
4.4
Scientific investigation and reasoning. The student knows how to use a variety of tools, materials,
equipment, and models to conduct science inquiry. The student is expected to:
4.4A Collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses,
metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders,
beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks timing devices, including clocks and
stopwatches materials to support observation of habitats of organisms such as terrariums and aquariums.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 04 Science Unit 06 PI 01
Create weather maps to record the changes in the weather for three days. The weather maps should include symbols and a map key. Using the
information on the weather maps, predict what the weather might be like for the next day. Record and explain the reason for your predictions.
Standard(s): 4.2D , 4.8A
ELPS ELPS.c.1C , ELPS.c.4D , ELPS.c.5G
Key Understandings
Last Updated 05/10/13
page 1 of 15 Grade 4
Science
Unit: 06
Lesson: 01
Suggested Duration: 5 days
Observable changes in weather can be recorded on weather maps and used to predict patterns of change.
— What kinds of tools do we use to record observable changes in weather?
— How do we indicate different kinds of weather conditions on a weather map?
— How can we use a weather map to predict patterns of change?
Vocabulary of Instruction
weather
atmosphere
temperature
meteorology
precipitation
meteorologist
Celsius (°C)
Fahrenheit (°F)
rain gauge
anemometer
rain
ice
snow
flurries
front
wind speed
symbol
cloud cover
Materials
chart tablet paper (1 per class)
compass (1 per group)
crayons or colored pencils (1 pack per student)
local, regional, state, or weather maps (1 per group)
map pencils (1 pack per student)
markers (1 box per class)
paper (construction, 12”x 9”, white or manila, 1 piece per student)
paper (plain, 1 sheet per student)
pre-recorded weather broadcast national (1 per class)
scissors (1 pair per student)
weather maps (for the same region, four consecutive days, 1 set per group)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site
and are not accessible on the public website.
Teacher Resource: PowerPoint: Name That Tool
Teacher Resource: PowerPoint: Weather Symbols
Teacher Resource: Weather Symbols
Handout: Weather Concentration Cards (1 per pair)
Handout: Reading Weather Maps (1 per student)
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Advance Preparation
1.
2.
3.
4.
Collect copies of weather maps from the same location (region) for a period of eight days.
Make enough copies of the weather maps for each group of four students.
Pre-record a weather forecast.
Cut and print Handout: Weather Concentration Cards (1 per pair). For greater durability, these could be printed on cardstock
and laminated.
5. Prepare attachment(s) as necessary.
Background Information
This lesson bundles SEs that address cycles through the lens of weather.
Prior to this lesson, in Grade 3, students had the opportunity to use simple meteorologist tools to observe, measure, record, and compare day to day
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page 2 of 15 Grade 4
Science
Unit: 06
Lesson: 01
Suggested Duration: 5 days
weather changes. Students also recognized the role of the Sun as a major source of energy in the water cycle. During this lesson, students will take their
exploration of weather a step further than Grade 3 by using the data that they gather and applying it to the reading and creating of weather maps. Students will
use the data they gather to make predictions about weather based on the patterns that they have observed.
It is important to note that the standard in this lesson is a Supporting Standard. Not only might the content in this unit be assessed on STAAR, it is most
certainly foundational for Supporting and Readiness Standards at Grade 5.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Name That Tool
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Ask:
Materials:
What are some factors of weather that we can measure?
(Temperature, amount of precipitation, wind direction)
2. Open the Teacher Resource: PowerPoint: Name That Tool. For slides 2–4,
ask the following questions:
paper (plain, 1 sheet per student)
map pencils (1 pack per student)
scissors (1 pair per student)
Attachments:
What is the name of this tool? (Rain gauge, thermometer, weather
vane)
Teacher Resource: PowerPoint: Name That
What does it measure? (Amount of precipitation, temperature, direction
Tool
of wind)
3. For slides 5–7, ask the following questions:
Instructional Note:
How much of the sky is covered with clouds? (Some, half, a lot,
more than half, almost none, less than half)
How would you describe the cloud coverage? (Partly cloudy, cloudy
(or overcast), clear)
Fold paper as follows:
4. Distribute a sheet of white paper. Have students fold the paper horizontally,
leaving about one inch on the bottom. See the image in Notes for Teacher.
5. Once students have made the fold, have them fold the paper vertically twice
creating four boxes. See the image in Notes for Teacher.
6. Instruct and demonstrate for students how to cut the folds, as shown in the
Notes for Teachers.
7. Model for students the labeling of each box, as follows: Temperature,
Precipitation, Wind Direction, and Cloud Coverage.
8. Say:
You have created a concept map to organize the information you
will be learning.
Write the name, description, and unit of measurement for each
tool that is used to measure weather.
9. Ask:
What kinds of tools do we use to use to record observable
changes in weather? (Thermometer, anemometer, rain gauge, weather
vane)
How do we indicate different kinds of weather conditions on a
weather map? (Symbols and map key)
EXPLORE – Weather Symbols
Suggested Day 2
1. View the Teacher Resource: PowerPoint: Weather Symbols with students.
Last Updated 05/10/13
Materials:
page 3 of 15 Grade 4
Science
Unit: 06
Lesson: 01
Suggested Duration: 5 days
2. Show students a local weather broadcast.
Ask:
pre-recorded weather broadcast national (1
per class)
What weather was mentioned on the broadcast? Responses should
local, regional, state, or weather maps (1 per
reflect on the current and forecasted local weather.
group)
Where do scientists who forecast the weather get their
compass (1 per group)
information? Possible responses include The National Weather Service
chart tablet paper (1 per class)
or weather instruments.
markers (1 box per class)
Will the forecasted weather affect your plans? Answers may vary.
What changes will you make to your plans or preparation for your
plans now that you have studied the local weather forecast?
Attachments:
Answers may vary.
Does weather affect what clothes you wear? Yes, jackets in winter,
Teacher Resource: PowerPoint: Weather
shorts in summer, umbrella when raining, etc.
Symbols
Does weather affect nonliving as well as living things? Initial
Teacher Resource: Weather Symbols
responses may need scaffolding to get students to understand that
Handout: Weather Concentration Cards (1
weather can affect rocks, land, natural substances, as well as, man-made
per pair)
substances like buildings and tombstones.
3. Distribute local, regional, state, or national weather maps depicting fronts. In
addition, distribute a compass to each group.
Instructional Note:
Social Studies TEKS 4.6A (apply geographic tools, including
grid systems, legends, symbols, scales, and compass
4. Demonstrate how to use a compass to find “north”. Instruct students to place roses, to construct and interpret maps) align with this activity.
their compass on the weather map. Create a compass rose on the map.
5. For each map provided (local, regional, state, or national), students record
in their science notebooks what they were able to learn from the map. In
addition, students should record any questions about symbols and
terminology. Students have likely not been introduced to high and low
pressure symbols or symbols for fronts. Expect that their questions will be
about these symbols.
6. Divide class into small groups. Explain to students that each group should
produce a web of all the parts of a weather report. The web should include
methods and tools used to gather meteorological data, as well as the
components of weather maps and forecast reports.
Check For Understanding:
This is a good opportunity to informally assess what
information students understand about weather maps and
symbols.
Science Notebooks:
Students should add class graphic organizer to their science
notebook.
7. Each group will report their findings to the class.
8. Ask:
In what ways is a weather map used to predict changes in
weather? Answers may vary.
9. Display the Handout: Weather Symbols, and discuss each of the symbols
with students. Have students answer any of the questions they may have
included in their science notebooks.
10. Distribute a set of Handout: Weather Concentration Cards to each group
of two students. Allow them to play the game of concentration using the
cards.
EXPLAIN – Working with Weather
Suggested Day 3
1. Ask students to take out the weather webs they created in the previous part
of the lesson.
Instructional Note:
Meteorologists use a different set of symbols for conditions,
but these are not the same symbols we regularly see on a
2. Explain to students that they will be adding to this weather web to illustrate
and explain all of the key components of a weather report including symbols
for cloud coverage, precipitation, fronts, temperature, wind speed, and
direction.
3. Ask:
weather map or in a weather forecast.
Check For Understanding:
Student responses to these questions will be a powerful
informal assessment of their understanding of weather and
What is weather? Weather is the state of the atmosphere, to the
weather recording.
degree that it is hot or cold, wet or dry, calm or stormy, or clear or cloudy.
What are the four main components of weather? The four main
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page 4 of 15 Grade 4
Science
Unit: 06
Lesson: 01
Suggested Duration: 5 days
components of weather are temperature, precipitation, wind speed, and
cloud cover.
How do we keep track of weather conditions? We keep track of
weather conditions by measuring and recording them.
Why is it important to do so? It is important to keep track of weather
conditions because it allows us to predict future weather.
What is weather forecasting? Weather forecasting is the application
of science and technology to predict the state of the atmosphere for a
given location.
What is used on weather maps to represent weather? Weather
maps use symbols to summarize conditions.
How do we know what each weather symbol indicates? Weather
maps include a map key and all symbols on a map are consistent.
Science Notebooks:
Students add the class graphic organizer to their science
notebook.
4. Instruct students to add information to their weather web and then affix the
data in their science notebook. Students may want to collaborate with a
partner during the completion of the web. In addition they may need to refer
to the Handout: Weather Concentration Cards.
ELABORATE – Weather Mapping
Suggested Day 4
1. Provide students three consecutive days of weather maps for the same
region.
2. Instruct students to complete the Handout: Reading Weather Maps, which
will require them to read different maps and keys and write descriptions of
the weather represented.
Materials:
weather maps (for the same region, four
consecutive days, 1 set per group)
map pencils (per group)
3. The final portion of the Handout: Reading Weather Maps will require
students to make a prediction of the weather for the fourth day. Students will
be required to draw a weather map with a key and write a description of their Attachments:
own prediction for the fourth day.
Handout: Reading Weather Maps (1 per
student)
Once students have completed the Handout: Reading Weather Maps,
provide them the actual weather map for the region for the fourth day. In
their notebooks, instruct students to compare their predictions to the actual Instructional Notes:
recorded weather for that day.
Four weather maps are recommended for this activity. Three
4. Ask:
How do we indicate different kinds of weather conditions on a
weather map? Weather symbols are used to indicate different kinds of
weather conditions on a weather map.
How can we use a weather map to predict patterns of change?
Understanding the symbols and what they represent allows us to make
accurate predictions.
EVALUATE – Performance Indicator
are used during guided instruction. The fourth is used as a
key AFTER students have created their own map. The fourth
map is used to determine if the student’s prediction about
the upcoming weather was accurate.
Science Notebooks:
Students will write about how their map prediction compares
to the actual weather map for the fourth day.
Suggested Day 5
Grade 04 Science Unit 06 PI 01
Materials:
Create weather maps to record the changes in the weather for three days. The weather
maps should include symbols and a map key. Using the information on the weather
maps, predict what the weather might be like for the next day. Record and explain the
reason for your predictions.
Standard(s): 4.2D , 4.8A
ELPS ELPS.c.1C , ELPS.c.4D , ELPS.c.5G
1. Refer to the Teacher Resource: Performance Indicator Instructions
KEY for information on administering the assessment.
paper (construction, 12”x 9”, white or manila,
1 piece per student)
crayons or colored pencils (1 pack per
student)
Attachment
Teacher Resource: Performance Indicator
Instructions KEY
Last Updated 05/10/13
page 5 of 15 Grade 4
Science
Unit: 06 Lesson: 01
Weather Symbols
Cold Front – the leading edge of a cold air
mass that is pushing a warm air mass
Warm Front – the leading edge of a warm
air mass that is moving in to replace a cold
air mass
Stationary Front – the boundary between
two air masses where the air masses are
not moving. They are stationary.
High Pressure – an area of high pressure;
usually associated with clear weather
Low Pressure – an area of lower air
pressure; usually associated with weather
that is wet or overcast
Rain – precipitation that falls to Earth in
the form of water
©2012, TESCCC
05/09/13
page 1 of 3
Grade 4
Science
Unit: 06 Lesson: 01
Thunderstorms – a storm with lightning
and thunder
Ice – An ice storm is caused by freezing
rain. Ice storms occur when there is a
warm layer of air trapped between two
cold layers. Freezing rain falls, then melts,
and then freezes again when it hits the
second cold layer.
Flurries – Snow flurries are when there is
a light snowfall that doesn’t last long.
Flurries don’t “stick” to the ground and
usually can’t be measured.
Snow – precipitation in the form of ice
crystals. Snow forms when the water
vapor freezes. (The water vapor doesn’t
become a rain drop first.)
Clear
This symbol is used in a forecast, not on a
weather map. It is generally used as a
pictorial representation of the current
weather.
Partly cloudy
This symbol is used in a forecast, not on a
weather map. It is generally used as a
pictorial representation of the current
weather.
©2012, TESCCC
05/09/13
page 2 of 3
Grade 4
Science
Unit: 06 Lesson: 01
Overcast
This symbol is used in a forecast, not on a
weather map. It is generally used as a
pictorial representation of the current
weather.
©2012, TESCCC
05/09/13
page 3 of 3
Grade 4
Science
Unit: 06 Lesson: 01
Weather Concentration Cards
Cold Front – the leading edge of a cold air
mass that is pushing a warm air mass
Warm Front – the leading edge of a warm
air mass that is moving in to replace a cold
air mass
Stationary Front – the boundary between
two air masses where the air masses are
not moving; they are stationary
High Pressure – an area of high pressure;
usually associated with clear weather
Low Pressure – an area of lower air
pressure; usually associated with weather
that is wet or overcast
©2012, TESCCC
10/04/12
page 1 of 3
Grade 4
Science
Unit: 06 Lesson: 01
Rain – precipitation that falls to earth in the
form of water
Thunderstorms – a storm with lightning
and thunder
Ice – An ice storm is caused by freezing
rain. Ice storms occur when there is a
warm layer of air trapped between two
cold layers. Freezing rain falls, then melts,
and then freezes again when it hits the
second cold layer.
Flurries – Snow flurries are when there is
a light snowfall that doesn’t last long.
Flurries don’t “stick” to the ground and
usually can’t be measured.
Snow – precipitation in the form of ice
crystals. Snow forms when the water
vapor freezes. (The water vapor doesn’t
become a rain drop first.)
©2012, TESCCC
10/04/12
page 2 of 3
Grade 4
Science
Unit: 06 Lesson: 01
Clear
This symbol is used in a forecast, not on a
weather map. It is generally used as a
pictorial representation of the current
weather.
Partly cloudy
This symbol is used in a forecast, not on a
weather map. It is generally used as a
pictorial representation of the current
weather.
Overcast
This symbol is used in a forecast, not on a
weather map. It is generally used as a
pictorial representation of the current
weather.
©2012, TESCCC
10/04/12
page 3 of 3
Grade 4
Science
Unit: 06 Lesson: 01
Reading Weather Maps
Day One:
High Temperature /Low Temperature
Precipitation
Wind Speed
Wind Direction
Cloud Cover
Fronts
High or Low Pressure
Day Two:
High Temperature /Low Temperature
Precipitation
Wind Speed
Wind Direction
Cloud Cover
Fronts
High or Low Pressure
©2012, TESCCC
10/26/12
page 1 of 3
Grade 4
Science
Unit: 06 Lesson: 01
Day Three:
High Temperature /Low Temperature
Precipitation
Wind Speed
Wind Direction
Cloud Cover
Fronts
High or Low Pressure
Day Four Prediction:
Map Key:
©2012, TESCCC
10/26/12
page 2 of 3
Grade 4
Science
Unit: 06 Lesson: 01
Day Four Prediction:
High Temperature /Low Temperature
Precipitation
Wind Speed
Wind Direction
Cloud Cover
Fronts
High or Low Pressure
©2012, TESCCC
10/26/12
page 3 of 3
Grade 04
Science
Unit: 06 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator:
 Create weather maps to record the changes in the weather for three days. The weather maps
should include symbols and a map key. Using the information on the weather maps, predict what
the weather might be like for the next day. Record and explain the reason for your predictions.
(4.2D; 4.8A)
1C; 4D; 5G
Materials:
 paper (construction, 12”x 9”, white or manila, 1 piece per student)
 crayons or colored pencils (1 pack per student)
Instructional Procedures:
1. Remind students that they have been studying weather over the last four days and
Ask:
 What kinds of weather conditions can be measured? Precipitation, wind direction, wind
speed, air pressure, cloud coverage
 What are some of the tools we use to measure the changes in weather? Anemometer,
rain gauge, thermometer, etc.
 Is there anywhere on the planet not affected by weather? Everyone is affected by weather
and weather conditions.
 How does weather affect the living components of the planet? Temperature and
precipitation affect the kinds of life that an area can support.
 How does weather affect the non-living components of the planet? Weather can cause
erosion and weathering of nonliving components.
2. Explain to students that they will be creating their own weather maps to record the changes in
weather for three days. Remind students that their weather maps must include symbols and a
map key. On the third day, students should record a prediction for what the weather will be like the
following day and explain their reasons for that prediction.
3. Share Performance Indicator rubric or expectations with students prior to students beginning the
assessment.
4. Answer any questions students may have regarding the assessment.
Instructional Notes:
The Performance Indicator will be started on Day 5. Time needs to be set aside during the next two
consecutive days for students to add data to their weather maps. On the third day, they will make a
prediction about what the following day’s (Day 4) weather.
©2012, TESCCC
05/07/13
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