ALEX Classroom Resource

  

Weather Detectives: Questioning the Fact and Folklore of Weather Sayings

  Classroom Resource Information  

Title:

Weather Detectives: Questioning the Fact and Folklore of Weather Sayings

URL:

http://readwritethink.org/classroom-resources/lesson-plans/weather-detectives-questioning-fact-775.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Before there were weather tools, people looked to the sky, plants, and animals for hints about what the weather would do. To remember these indicators, people coined weather sayings. But are these sayings true and reliable? This lesson explores the truth and reliability of weather-related sayings, such as, “Mare's tails and mackerel scales make tall ships take in their sails.” Students brainstorm weather sayings then investigate the accuracy and origins of the sayings in predicting the weather, using print and online resources in their research. Next, students write about and illustrate their weather sayings then share their results with their classmates. Finally, students discuss skepticism and when it may be a good response to information that is presented to them as fact.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 3
10 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI.3.1]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.10- Answer who, what, and where questions to demonstrate understanding of an informational text.


English Language Arts
ELA2015 (2015)
Grade: 3
12 ) Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause and effect. [RI.3.3]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.3.12- Identify events, ideas, or steps in an informational text pertaining to time, sequence, or cause and effect.


English Language Arts
ELA2015 (2015)
Grade: 4
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.4.4]

a. Read on-level text with purpose and understanding. [RF.4.4a]

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.4.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.4.4c]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.21- Read/identify 150 words associated with pictures or tangible objects.


English Language Arts
ELA2015 (2015)
Grade: 4
23 ) Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W.4.2]

a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. [W.4.2a]

b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [W.4.2b]

c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [W.4.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.4.2d]

e. Provide a concluding statement or section related to the information or explanation presented. [W.4.2e]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.23- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts
ELA2015 (2015)
Grade: 4
25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.4.4]

English Language Arts
ELA2015 (2015)
Grade: 4
26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-4.) [W.4.5]

English Language Arts
ELA2015 (2015)
Grade: 4
27 ) With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [W.4.6]

English Language Arts
ELA2015 (2015)
Grade: 4
28 ) Conduct short research projects that build knowledge through investigation of different aspects of a topic. [W.4.7]

English Language Arts
ELA2015 (2015)
Grade: 4
30 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.4.9]

a. Apply Grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions]"). [W.4.9a]

b. Apply Grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text"). [W.4.9b]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.4.30- Identify evidence from literary or informational texts to support a research topic.


English Language Arts
ELA2015 (2015)
Grade: 4
31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.4.10]

English Language Arts
ELA2015 (2015)
Grade: 5
32 ) Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 5 topics and texts, building on others' ideas and expressing their own clearly. [SL.5.1]

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL.5.1a]

b. Follow agreed-upon rules for discussions and carry out assigned roles. [SL.5.1b]

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. [SL.5.1c]

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. [SL.5.1d]

Science
SC2015 (2015)
Grade: 3
13 ) Display data graphically and in tables to describe typical weather conditions expected during a particular season (e.g., average temperature, precipitation, wind direction).

Insight Unpacked Content
Scientific And Engineering Practices:
Analyzing and Interpreting Data
Crosscutting Concepts: Patterns
Disciplinary Core Idea: Earth's Systems
Evidence Of Student Attainment:
Students:
  • Use graphical displays to organize data that describes the typical weather conditions expected during a particular season.
Teacher Vocabulary:
  • Data
  • Types of graphs
  • Table
  • Seasons
  • Typical weather conditions for a season
  • Temperature
  • Precipitation
  • Wind direction
Knowledge:
Students know:
  • Weather conditions, like average temperature, precipitation, wind direction, from a given area across multiple seasons.
  • Patterns of weather conditions across different seasons and in different areas.
Skills:
Students are able to:
  • Identify typical weather conditions for a season.
  • Represent data in tables and various graphical formats.
  • Describe typical weather conditions expected during a particular season.
Understanding:
Students understand that:
  • 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.
AMSTI Resources:
AMSTI Module:
Weather and Climate

NAEP Framework
NAEP Statement::
E4.8: Weather changes from day to day and during the seasons.

NAEP Statement::
E4.9: Scientists use tools for observing, recording, and predicting weather changes from day to day and during the seasons.



Alabama Alternate Achievement Standards
AAS Standard:
SCI.AAS.3.13- Use a graph or pictograph to answer questions about weather.


Tags: comic creator, comics, illustrate, research, skepticism, weather
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Author: Cassie Raulston