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The Weather Unit – Alexis Wash

Backward Design Module Planning

Stage 1: Desired Results

Established Goals (Standards):
2.1.1.2.1 Raise questions about the natural world and seek answers by making careful observations, noting what
happens when you interact with an object, and sharing the answers with others.
2.1.2.2.1 - Identify a need or problem and construct an object that helps to meet the need or solve the problem.
2.1.2.2.3- Explain how engineered or designed items from everyday life benefit people.
2.2.1.2.1- Observe, record and recognize that water can be a solid or a liquid and can change from one state to
another.
2.3.2.2.1- Measure, record and describe weather conditions using common tools.

Enduring Understandings Essential Questions

 A cycle is a series of events that typically  Why can small actions eventually change
happen in the same order the world?
 We can use past events to predict the  How does climate and weather affect life
future on earth?
 Tools can be used as solutions to problems  Why do we collect data?
 Small actions can have both negative and  How do we make predictions for the
positive impact future?
 How can technology be used to collect
data?
 How does where we live impact how we
live?
Stage 2: Assessment Evidence
Performance Task Other Evidence
 Discuss the different weather conditions during the four  Answers to daily
seasons questions
 Record daily weather in science journal  Contributing in group
 Orally define vocabulary words in seesaw discussions
 Distinguish the different types of weather elements  Completion of science
journal
Stage 3: Learning Plan
What teaching and learning experiences will equip students to demonstrate the targeted
understandings?
 Weather Songs video to expose students to new terms that are not familiar with
 Creating weather tools to strengthen their understanding of how tools are used to obtain
weather data
 Use of science journal to record all data and daily questions
 Speaking with the meteorologist to improve their understanding of weather and help them
relate it to real-life situations.
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The Weather Unit – Alexis Wash

Daily Lesson Themes

Day…
1. Introduction to weather & tools
2. Creating an anemometer or Wind Sock
3. Energy from the sun
4. The Water Cycle
5. Water Cup Experiment
6. Perspective of a Water Droplet
7. Creating a Rain gauge & Water Cup Experiment
8. Clouds
9. Types of disasters
10. Meteorologist and What They Do
11. Weather Announcement Video
12. Our Recordings

Materials
- Science Journals – Write daily weather
- Colored beads- For water cycle activity
- String- For water cycle activity
- Coloring supplies- For activities
- Dixie cups- Create anemometer
- Straws- Create anemometer
- iPads – To search the daily weather & record audio
- Plastic bottles- Making a rain gauge
- Markers
- Colored tissue paper- wind sock
- Water
- A meteorologist
- Activity papers

Weather: Introduction
The Predicting the Weather Unit is designed for 2 nd grade level students. In this unit, students
will go over the following content areas; science, technology, and engineering. The purpose of this unit
is to expose the students to the different types of weather and how we predict it beyond the concept of
temperature. In this unit, students will be exposed to weather tools, how the earth gets its energy, the
problem of too much heat, explain the water cycle from the perspective of a water droplet, the different
types of clouds, and how natural disasters relate to weather. The students will be able to engineer their
own weather tools, understand how to use tools to predict the weather, record daily weather data,
explain the water cycle using the terms; precipitation, condensation, and evaporation, and finally use
their knowledge of weather to predict the weather on their birthday. Students will participate in daily
activities and discussion to further develop their understandings of weather and how we are able to
predict it in the real-world.
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The Weather Unit – Alexis Wash

Weather: Standards/ Benchmarks

Science

2.1.1.2.1 Raise questions about the natural world and seek answers by making careful observations,
noting what happens when you interact with an object, and sharing the answers with others.

2.2.1.2.1- Observe, record and recognize that water can be a solid or a liquid and can change from one
state to another.

2.3.2.2.1- Measure, record and describe weather conditions using common tools.

Engineering

2.1.2.2.1 - Identify a need or problem and construct an object that helps to meet the need or solve the
problem.

2.1.2.2.3- Explain how engineered or designed items from everyday life benefit people.

Math

2.1.2.6 – Use addition and subtraction to create and obtain information from tables, bar graphs, and tally
charts.

Weather: Assessments
 Participating in group discussion and providing accurate information regarding weather with
appropriate evidence to support their prediction
 Documentation of answers to daily questions and assignments in their journals
 Successful creation of weather tools
 Accurately explain how each tool is used to predict the weather
 Describe and discuss the different weather tools accurately.
 Make connections to real life situations
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The Weather Unit – Alexis Wash

Table of Contents

Introduction to weather & how we can record Students will be able to discuss the different
and predict it elements of weather and identify the various tools
used.

Creating an Anemometer or Wind Sock Students will be able to create and engineer an
anemometer of a windsock
How We Get Energy From the Sun After the teacher informs the class that energy is
related to heat. Students will be able to discuss
how we get energy from the sun and what type of
weather happens when we get a lot of energy.
After discussion, the students will create their idea
of what happens when the earth gets too much
energy.
The Water Cycle Process The class will be asked what a cycle is. After
discussion, we will watch a short video on the
water cycle. After the video, the class will discuss
the terms; precipitation, evaporation, and
condensation and make a water cycle with labels
in their journal.
Prediction of Water Class will experiment with water cups. There will
be 3 cups of water, one under a heat lamp
(summer), one left alone, and another in a cooler
(winter). Students will write their predictions of
what will happen to each cup in their journal.
Perspective Of a Water Droplet Following off of the last lesson, students will
participate in a water droplet activity. The
classroom will have stations around the room each
with a colored bead. The student will roll a die and
that will determine what happens to them as a
water droplet. For example, the water gets heat up
by the sun- now the student will take the bead at
their station and go to the evaporation station and
continue until time is called. Students will take
away that there are many different ways a water
droplet can travel and also that there is no
beginning or end and it continues. They will also
have a nice string of beads at the end to keep.
Creating a Rain gauge & Checking Water Cups Students will make their own rain gauge out of half
cup plastic bottles. The class will place these
outside and collect them after rainy day. Students
will write in their journal where rain comes from
and where it goes after it disappears. The class will
also check on the cups set out days before and
check to see if their prediction was correct and
answer why is was or not.
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The Weather Unit – Alexis Wash

Clouds Class will be taught about the different forms of

clouds and how each one relates to temperature.

Different Types of Disasters The teacher will discuss with students the different
types of natural disasters. Tornados, tsunamis,
hurricane, volcanic eruptions, and earthquakes
and where each typically occurs in the US and why.
The students will design a tool that will help
prevent damage to the environment from one of
the listed natural disaster.

Meteorologist Guest Speaker The local meteorologist will discuss with the class
how they use tools to measure predict the
weather, typical weather during each season, and
answer any questions students may have
regarding weather

Weather Announcement Video Students will use their iPad to record a video of
them. The video will be of the student as a
meteorologist describing what weather to expect
on their birthday. Each video must include; the
day, the daily high and low, wind and direction,
type of clouds, and the chance of rain. The student
will write in their journal why they chose each
description on their birthday.
Our Recordings On this day, the class will count how many days
were sunny, windy, rainy, cloudy, and snowing.
They will record these numbers on a data table in
their journal. The class
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The Weather Unit – Alexis Wash

2nd Grade Science

Weather Unit

Lesson 1: How Do We Predict the Weather?

MN Science & Engineering Standards

2.1.1.2.1 Raise questions about the natural world and seek answers by making careful
observations, noting what happens when you interact with an object, and sharing the answers
with others.

2.3.2.2.1- Measure, record and describe weather conditions using common tools.
2.1.2.2.3- Explain how engineered or designed items from everyday life benefit people.
2.1.2.6 – Use addition and subtraction to create and obtain information from tables, bar
graphs, and tally charts.

Content Objectives:
After demonstrating an understanding of weather, students will be able to identify different
types of weather tools with 80% accuracy

Language Objectives:
After instructing a lesson on the introductory of weather and weather tools, students will be
able to define terms orally with 100% accuracy.

Materials Needed:
 Youtube Video “Weather Song (Learn the Weather Song for Kids) by Have Fun Teaching
 Weather Data Poster
 Science Journals
 Weather Tools visuals
 Weather activity sheet
 Ipads
 Pencils
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The Weather Unit – Alexis Wash

70 Minute Lesson

Engage (15 minutes)

Good Morning 2nd graders! Today we are going to be scientists and learn about weather. What
comes to mind when you hear the word “weather?”

(Allow students to think and have them volunteer to share their ideas)

Thank you to those who shared. So, when we think of the word weather, you guys shared that
you think of how it feels and looks like outside. Today we are going to talk about;
meteorologists, weather tools, and how they are used to predict the weather. Who can tell me
what “predict” means?

(Call on a volunteer to share)

That’s right! Predict means to make a guess. Now before we get started I have a fun video for
you scientist to watch. It is kind of like a Go Noodle video, so you will need to make room to
move around. Okay so on your feet and find a spot where you won’t bump into somebody. When
the video is playing, I want you to listen closely to the words. Try to remember words that you
are familiar with and words that are new to you that you don’t know

(Video Summary (3:25): The video covers the different types of weather and clouds. It interacts
with the students by asking them to dance like a tornado, like they are cold, hot, and like they are
in a storm. It briefly covers meteorologists and that weather happens all year and can change.)

Let’s sit back down and I want you all to tell me words they used in the video about weather that
was familiar to you.

Student: Storm

Student: Tornado!

Student: Warm, hot, and cold

Good words! Now I want you to think of things they said that you were NOT familiar with

Student: Meteorology

Student: Precipitation and Condensation

Student: Climate

Thank you! Those are definitely words that I wouldn’t be familiar with too if I was a second
grader. By the end of the unit, you guys will know those words, but it is okay that you don’t know
right now. Now I want you to quietly go back to your seats.
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The Weather Unit – Alexis Wash

Explore (10 minutes)

Now that we went over the weather song, we are going to go outside and observe the weather for
today. While we are out there, I want you to think about how you feel- hot, cold, or warm, what
the clouds looks like, if you feel wind, and what you see. When we get back you will see a journal
on your desk, don’t touch them yet. I want you to join me back on the front carpet, so we can
share what we observed outside.

Take the students outside for 5 minutes. While outside, remind them what they need to be observing.
Return to the classroom after observing

Explain (15 minutes)

2nd graders I want you to talk to someone next to you and share what you both observed about the
weather.

(Allow students to share. While they are sharing pull out the weather data poster and weather.com. The
poster will include weather, temperature, wind speed, precipitation chance, and humidity)

Okay, lets bring it back. I have this poster here that we will use to record the daily weather forecast. In
this first box is asked weather. When we were outside was it sunny, rainy, cloudy, or snowy?

(Wait for a response)

Yes, it was cloudy today we will put a check mark in the cloudy box for today. For the next boxes, we will
have to look it up online because we can’t answer them from just observing.

So here I pulled up the weather, I will have this up on the board each day for you guys, and we have to
look to see what the temperature is, the chance it will rain, windspeed, and humidity.

(Fill out each box accordingly with the students)

Each day we will fill this big poster out. Tomorrow you guys will do it by yourself in your science journal
during the beginning of class. After I give you time to fill it out we will fill out the big poster together.

Remember when I said that we can’t find certain weather details from just observing? Well how do you
think scientist were able to get it the data like windspeed? They were able to get the information using
special tools designed to do so. I want you to think of tools used to collect weather data. What tool can
we use to get the temperature?

(Allow students to think. While they are thinking, pull of the power point that has a picture of each tool)

Who has a tool in mind that can be used to get data for our weather poster?

Student: a thermometer
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The Weather Unit – Alexis Wash

Yes! A thermometer is used to collect the temperature of the day. Does anyone have another tool
in mind?

(Allow for volunteers. Expect there to be none and begin the PowerPoint that goes over a thermometer
(also Fahrenheit and Celsius), rain gauge, anemometer, and wind sock)

Evaluate (20 minutes)

2nd graders, now that we discussed the weather and the different types of tools, I have an activity for
you. On this sheet I want you to write your name and determine which tool you will need to find the
measurement of an element of the weather. Let’s do the first one together; Abby wants to figure out
what to wear. She wants to figure out what the temperature is outside. Which tool can she use to figure
out what the temperature is?

(Take volunteers to share what tool Abby should use)

Perfect! You guys said that Abby needs to use a thermometer to figure out what the weather is. Why did
you pick the thermometer? (Allow for answers, expect them to answer right away) Correct! A
thermometer is used to measure temperature. Now I will dismiss you to your desks and you will
complete the rest of the activity. After you have finished with the activity I want you to go into seesaw
and create an audio of you defining the vocabulary words at the end.

At this time students will demonstrate their knowledge of the weather tools that we covered in class
today. The activity will have to make students think about the function of each tool to determine which
one is appropriate to the problem. During this time, the teacher will go around the room and observe
students’ paper and assist with any misunderstandings. Questions will be similar to the first example
and will also include vocabulary definitions. Vocabulary words will include; predict, meteorologist, wind
sock, anemometer, thermometer, barometer, Fahrenheit, forecast, and atmosphere.

Extend (10 minutes)

When I say Hillshire you say farm- Hillshire

Students: Farm!

You guys did a great job on staying on task and following directions. I was going around and listening to
you do your seesaw audio and seeing you all finishing your activity. What were some things that we
learned today?

(Allow students to share new topics they learned and piggy back off their answers)

Those were all new things that we learned today. We learned about weather and the different types of
weather tools we use to predict the weather forecast Tomorrow we will be making one of the tools that
we discussed today. For homework I want you to come prepared with an answer to this question- How
do we make predictions for the future? Hmmmm… think about how people make predictions for the
future. Now I want you to put your iPad away and line up at the door for lunch.