Lesson 4 - "Whether the Weather"

Grade Level(s): 2nd and 3rd
 

Subjects: Language Arts, Physical Education, Science, Dance
 

Learner Outcomes:

The children will participate in reading familiar words using rhymes.

The children will write a weather word alphabet poem.
The children will use Microsoft Word program to type and illustrate poems.

Duration of Lesson: 2 or 3 days with 30-45 minute periods of time
 

Materials: Whether the Weather poem, chart paper, markers, blank sentence strip cards. Pocket chart, pencils, paper, One quart-size resealable bag, masking tape, permanent marker, ½ cup warm water tinted with blue food coloring, measuring cup, funnel, activity observation paper for Science extension activities. It’s Raining Cats and Dogs by Franklyn M. Branley,  Cloudy With a Chance of Meatballs by Judi Barrett (see Amazon)
 
 

Technology Tools/Courseware: computers with internet access, Microsoft Word Program, video camera, television, Weather PowerPoint slide
 
 

Teacher Notes: Collect and have available a list of weather related web sites ( Weather Classroom), (Little Explorers), and (yahooligans) children can access to find weather words to use when writing their poems. Gather all materials needed for Science experiments in the Extension Activities. Reserve the video camera to use as the children are performing their dances in Physical Education class.
 
 

Procedures:

Using the computers, have students view the Weather PowerPoint slide. Discuss the different types of weather shown in the slide.

Copy the poem “Whether the Weather” on sentence strips and place in a Pocket Chart for students to view.
Read the poem “Whether the Weather” to the class and discuss the meanings of the words, whether and weather.
Whether the weather be cold,
Or whether the weather be hot
We'll weather the weather,
Whatever the weather,
Whether we like it or not.
Place students in cooperative-learning groups to brainstorm “What we know about weather”. Have the “recorder” person use markers to list on chart paper the weather words and ideas from their group. Read and discuss the words as a whole group.
Have students work with a partner to select a weather word from the chart and list it on their paper.
Students should list as many words as they can to describe or relate to the weather word.
Show students how to write the weather word vertically, and choose words from their list that starts with each letter of the weather word to describe it. For example:
        Cumulonimbus
        Low in sky
        Over all houses
        Umbrellas needed
        Downpour possible
        Showers likely
Next have the students type the poem using Microsoft Word program.
Have students search web sites ( Weather Classroom), (Little Explorers), (yahooligans) to find pictures of weather symbols to match the groups words. They can also use clip art from Microsoft Word program. Show students how to copy the image and paste it into the clipboard. The students can use the picture to illustrate their poems.
Have students print their poems and display them on the class bulletin board during a Science Unit study about weather.
 
 
Modifications: Modifications will be made based on those listed in the student’s Individual Education Plan.

Enrichment Activities:

Science:
After reading the story It’s Raining Cats and Dogs, (to order see Amazon) have the students perform a simple science experiment to create a water cycle. Give each child the following materials: one quart-sized resealable bag, masking tape, permanent marker, ½ cup warm water tinted with blue food coloring, measuring cup, and a funnel. Have each child pour the ½ cup of blue-tinted warm water through a funnel into a resealable bag. Help students carefully seal the bag and use masking tape and permanent marker to label the tape with the student’s name before attaching it to a sunny window. Have students record the date, time, and their observation of the bag on a piece of paper. They should also draw a picture of their observation. At a different time the next day, have students examine their bags and write again on the paper, recording again the date, time, and note any changes made in the appearance of their bag. Repeat the process again on the 3rd day and this time, have students discuss where the water droplets came from, and compare them to raindrops. Use vocabulary terms, evaporation, condensation, and precipitation to explain the water cycle. Challenge students to use WordArt and Drawing Tools, as well as inserting clip art from Microsoft Word to draw the water cycle. Challenge students to learn more about the weather by visiting the National Air and Space Museum web site.
 
Physical Education and Dance:
After reading the story Cloudy With a Chance of Meatballs, (to order see amazon) discuss the different foods falling from the sky. Have students choose their favorite part and move around the gym, pretending they are that food. Encourage them to be creative in their movements as they interpret what it would look like being a “tomato tornado”, or a “flying pancake”. Use classical music as the students twirl, float, and spin around the gym. Video tape the students dance and have each student tell their favorite part of the story. To add more creativity and fun to the movements, add a balloon to represent the hamburger that students must pass around without letting it touch the ground and a red playground ball that they must imagine is a giant meatball twirling through the air. Show the video tape at Family Fun Night.

Evaluation/Assessment:

Rubrics for Writing Alphabet Weather Poem
Name:__________
Date:___________
4=Excellent
 
3=Capable
2=Developing
1=Beginning
Total Points
Participation
Students will participate in all activities 100% of the time.
Students will participate in all activities 90% of the time.
Students will participate in all activities 80% of the time.
Students will participate in all activities 70% of the time.
 
Followed Procedures
Students will follow procedures in all activities 100% of the time.
Students will follow procedures in all activities 90% of the time.
Students will follow procedures in all activities 80% of the time.
Students will follow procedures in all activities 70% of the time.
 
Worked Cooperatively
Students will work cooperatively in all activities 100% of the time.
Students will work cooperatively in all activities 90% of the time.
Students will work cooperatively in all activities 80% of the time.
Students will work cooperatively in all activities 70% of the time.
 

Alphabet Weather Poem
Students required directions 10% of the time to write, edit, and publish their poem using the computer word program.
Students required directions 20% of the time to write, edit, and publish their poem using the computer word program.
Students required directions 30% of the time to write, edit, and publish their poem using the computer word program.
Students required directions 40% of the time to write, edit, and publish their poem using the computer word program.
 
Comments:

National Standards:

Language Arts:
1. Uses the general skills and strategies of the writing process.
5. Uses the general skills and strategies of the reading process.
8. Uses listening and speaking strategies for different purposes.
Science:
1. Understands atmospheric processes and the water cycle.
6. Understands relationships of organisms and their physical environment.
8. Understands the structure and properties of matter.
12. Understands the nature of scientific inquiry.
Physical Education:
1. Uses a variety of basic and advanced movement forms.
2. Uses movement concepts and principles in the development of motor skills.
5. Understands the social and personal responsibility associated with participation in physical activity.
Technology:
1.  Knows the characteristics and uses of computer hardware.
2.  Knows the characteristics and uses of computer software programs.
6.  Understands the nature and uses of different forms of technology.
Dance:
3. Understands dance as a way to create and communicate meaning.
 
West Virginia Instructional Goals and Objectives:
English/Language Arts: Listening and Speaking - 2.3-2.6, 2.8, 2.10-2.12, 2.13, 2.17, 2.19, 3.2, 3.4, 3.10
Reading Comprehension – 2.19, 2.29, 2.39, 2.43, 2.54, 2.58, 2.60, 2.61, 2.63, 2.64, 3.33, 3.34
Reading Vocabulary - 2.67, 3.37, 3.38
Writing –2.75, 2.78, 2.79, 3.41, 3.43
Spelling –2.92, 3.47
Language –2.95, 3.57
Study Skills – 2.109, 2.112, 3.75, 3.79, 3.82
Computer/Technology – 2.118-2.123, 3.83-3.86, 3.88-3.91
 
Science:
Nature of Science: 2.1, 2.4, 2.5, 2.7, 3.5, 3.6, 3.7
Scientific Attitudes/Habits of Mind: 2.10, 2.12, 2.13, 2.15, 2.16, 3.9, 3.12, 3.13, 3.14, 3.15, 3.16
Scientific Processes/Thinking Skills: 2.17, 2.21, 2.23, 3.24
Laboratory Investigations/Hands-On Learning: 2.22-2.24, 3.27-3.29
Scientific Themes/Subject Matter: 2.27, 2.45, 2.46, 3.32, 3.45, 3.46, 3.60
 
Physical Education:
Skills Development: 2.1, 2.3, 2.6, 3.1, 3.3, 3.6
Relationships: 2.21, 2.22, 3.21, 3.22
Physical Activity: 2.29, 3.32
Dance:  2.1, 2.4, 2.6, 2.9, 3.2, 3.4, 3.7, 3.8
 
References:
Authors:
nnburgess@yahoo.com
patcurrence@yahoo.com
calingertenn@netscape.net
Overview:
"Wiggles, Jiggles and Rhymes"
Lesson 1: "Peter, Peter Pumpkin Eater"
Lesson 2:  "Who Took the Cookie From the Cookie Jar?"
Lesson 3: Splish-Splash Poetry
Lesson 4: Whether the Weather
Lesson 5: Making Our Own Wiggles, Jiggles and Rhymes