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Transcript
Strand: Weather
SCIENCE CURRICULUM
Fourth Grade
SOL 4.6 Investigate and understand how
weather conditions and phenomena occur and
can be predicted..
Understanding the Standard
This standard focuses on weather conditions and a more technical understanding of the tools and methods used
to forecast future atmospheric conditions. It is intended that students will actively develop scientific
investigation, reasoning, and logic skills (4.l) in the context of the key concepts presented in this standard.
Essential Questions
Essential Knowledge, Skills, and Processes
What are tools for measuring
The student should be able to:
weather phenomena?
 Use a thermometer to compare air temperatures over a period of time.
What kinds of weather are
 Analyze the changes in air pressure occurring over time using a
associated with high and low
barometer, and predict what the changes mean in terms of changing
pressure systems?
weather patterns.
What are different types of
 Differentiate between the types of weather associated with high and
clouds and with what weather
low pressure air masses. Illustrate and label high and low pressure air
events are they associated?
masses and warm and cold fronts.
What are some severe storm
 Differentiate between cloud types (cirrus, stratus, cumulus, and
types?
cumulo-nimbus clouds) and associated weather.
What is a front?
 Compare and contrast the formation of different types of precipitation
What are factors that
(rain, snow, sleet, and hail).
contribute to weather changes?
 Recognize a variety of storm types, describe the weather conditions
How can measures of the
associated with each, and when they occur (thunderstorms, hurricanes,
weather help to predict coming
and tornadoes).
weather patterns?
 Analyze and report information about temperature and precipitation on
weather maps.

Measure wind speed using an anemometer.

Measure precipitation with a rain gauge.

Design an investigation where weather data are gathered using
meteorological tools and charted to make weather predictions.
SCIENCE VOCABULARY
Weather prediction, rain gauge, anemometer, barometer, thermometer, wind
vane, temperature, air pressure, precipitation, front, air mass, cumulus, stratus,
cumulonimbus, cirrus, meteorology
Assessment
Assessment and Strategies
Marzano Strategies

Teacher observation/anecdotal records

Test

MIND notes

Student generated graphs, weather charts, and
predictions

Projects/reports
All strategies should be considered with an emphasis on
the following:

Similarities and Differences

Nonlinguistic Representation

Generate/Test/Hypothesis

Cues/Organizers/Questions

Cooperative Learning Groups
Resources and Activities

Enhanced Scope and Sequence




Fourth Grade Science Curriculum and Resource Guide
McGraw-Hill (p. D 60-D 96)
Lori Cox’s Weather PowerPoint
AIMS Overhead and Underfoot

Websites
Hurricane Tracking Chart http://www.radar.meas.ncsu.edu/education/saer/track_chart.gif
Weather Education Resources http://www.education.noaa.gov
Weather Channel Education Resources http://www.weather.com/education
Edheads Weather http://www.edheads.org

United Streaming
Clouds, Weather, and Life (3segments
Weather Smart: Forecasting and Weather Instruments (13 segments)
Weather Smart: Thunderstorms
Weather Smart: Hurricanes (14 segments)
Elementary Video Adventures: Dynamic Earth (5 segments)
Weather Smart: Tornadoes (9 segments)
Magic School Bus Kicks Up a Storm (8 segments)

Videos
NOVA: Hurricane
Eyewitness: Weather

Suggested Literature
Tornado by Betsy Byars
The Magic School Bus Inside a Hurricane by Joanna Cole