- The teacher will begin the lesson by creating a large K-W-L chart.
Each day read a few pages from the story, Come On, Rain! by Karen Hesse, or allow the students to listen to the story on YouTube:
- Fold the chart into three sections/columns.
- In the first column, write/ask the students, “What do we know about weather?”
- In the second column, write/ask the students, “What do we want to know about weather?”
- In the third column, write/ask, “What have we learned about weather?"
- Complete the first two columns over a four-day period, recording the students' daily responses.
- Continue to add to the chart over a four-day period. On the fifth day, complete the third column.
During Strategy/Explore-Explain (pt 1)
- The teacher will further the lesson by taking the students on an outside weather walk.
The teacher will tell the students they are going on a weather walk.
- The teacher should be prepared to take the students outside for five consecutive days at different times during the five days--in the mornings, afternoons, and at the end of the school day.
- The teacher may assign partners for the students.
- Before taking the students outside, the teacher should explain rules for walking outside and with a partner.
Once the class is outside, ask the students to use their five senses to determine/watch the weather. For example:
- Explain to the students that they will be watching the weather to learn more about how it changes from day to day.
- Explain to the students that the changes in the weather from day to day are called weather patterns.
- The teacher may teach or review a mini-lesson on patterns.
- If we use our eyes, what do we see? sun, clouds, rain, etc.
- If we use our hands, what we do feel? heat, cold air, frost, dew, etc.
- If we use our ears, what do we hear? birds chirping, leaves rustling, rain dropping, etc.
- If we use our tongues, what do we taste? the sunshine, the cold air, nothing, etc.
- If we use our hands, what do we feel? heat, cold air, moisture, sticky, etc.
- How should we dress for the weather today?
- How was the weather when you came to schools?
- How was the weather when you went to sleep last night?
- How does the weather feel now? (place emphasis on weather temperature)
Before Strategy/Engage: (pt 2)
- The teacher may take the students inside the classroom or to the computer/science lab.
- Discuss with the students the four seasons and the type of weather patterns we would observe in each season (winter, spring, summer, fall).
After discussing the seasons, ask the students, "What season are we in today?" Solicit answers from the students.
Allow the students an opportunity to discuss the weather patterns they have observed during the weather walk.
- The teacher may introduce the following interactive/game on weather: Sid the Science Kid: Weather Surprise. The interactive allows the students to place various pictures into the correct season box. Once the students place things in the correct place the students may correct themselves by clicking a green check box. The teacher should encourage the students to work with a partner to sort the boxes.
After the students have discussed the outside weather.
Next, the teacher will guide the students into illustrating (recording) what they have seen and discussed outside using a graphic organizer.
The teacher will model for the students how to fold a sheet of drawing paper into five sections, or fold the paper ahead of time for the students.
Once the students have created their graphic organizer the students should label the boxes Day 1, Day 2, Day 3, Day 4, Day 5.
Allow the students the opportunity to illustrate (record) what they have seen (observed) outside during the weather walk, each day, over a five-day period.
- The teacher should accept multiple and creative answers from the students.
Once the students have illustrated (recorded) each day, allow the students the opportunity to share their recordings.
The teacher can gather the organizers and add them to a bulletin board, or make a weather book for the class to place in the science center/area.
- Encourage the students to use a variety of colors to represent the weather. For example, yellow (sun/hot), blue (sky/cold,rain), brown (dry, drought), and white (cool, breezy)
- The teacher should create a weather anchor chart showing the colors and matching weather patterns.
After Strategy/Explain-Elaborate (pt.1)
- Provide the students with weather magazines, weather clip outs, etc.
- Let the children practice their cutting skills by cutting out weather pictures or scenes!
- The students may cut out items that remind them of different types of weather (for example, winter - snow).
- Feel free to add crayons or markers for them to embellish their scenes.
- Ask the students to explain their illustrations to their classmates.
After Strategy/Explain-Elaborate (pt.2)
- Pass out yellow, blue, brown, and white construction paper so that each student and their partner have four strips each.
- Explain to the students that each strip represents a type of weather. The yellow strip represents the sun (hot). The brown strip represents dry weather. The blue strip represents the rain. The white strip represents cold or cool weather.
After the teacher completes the reading of the story Come On, Rain! the teacher will review the story and ask the students the following questions:
- The teacher should create an anchor chart showing the colors and weather patterns of each strip or use the anchor chart for the lesson's procedures.
- The teacher should explain the weather anchor chart to the students.
The students (partners) should use the weather strips to answer the questions and explain their answers. As you ask the questions, allow them a little time to discuss with their partner before answering.
The students should answer each question using the weather strips, by raising the correct weather strip to respond to the questions.
- What is the weather like at the beginning of the story?
- What is the weather like in the middle of the story?
- What is the weather like at the end of the story?
Optional: The teacher can create a worksheet of the questions and allow the students to glue the weather strips in the correct places or illustrate the answers.