Let's Learn About Weather!
- Grades: 1–2
- Unit Plan:
- Observe weather.
- Listen to weather stories.
- Recognize different kinds of weather.
- Write about weather.
- Large paper cloud for brainstorming words
- Observation notebook for each students
- Cloudy with a Chance of Meatballs by Judi Barrett, available in the Teacher Store
- What Will the Weather Be Like Today? by Paul Rogers, available in the Teacher Store
- Weather Words and What They Mean by Gail Gibbons, available in the Teacher Store
- Who Cares About the Weather? by Melvin Berger, Natalie Lunis
Set Up and Prepare
- Cut out and post a large paper cloud.
- Make observation notebooks for each student. I use several sheets of paper that have a few lines for writing on the bottom and space for drawing a picture on the top. Add a cover sheet with a cloud. The students can write "Weather" in the cloud.
Step 1: Read Cloudy with a Chance of Meatballs by Judi Barrett.
Step 2: Brainstorm words students may want to use when writing about weather. These can be written on the large paper cloud.
Step 3: Have the students write a new page in the style of Cloudy with a Chance of Meatballs. Bind the pages into a book.
Step 1: Read What Will the Weather Be Like Today? by Paul Rogers and Weather Words and What They Mean by Gail Gibbons.
Step 2: Discuss types of weather. Add weather words to the word cloud.
Step 3: Have the students draw the weather they see outside the classroom in their observation notebook and write words or sentences that describe it.
Step 1: Read Who Cares About the Weather? by Melvin Berger and Natalie Lunis.
Step 2: Have the students write and illustrate a page for the class' own book, Who Cares About the Weather? Bind the pages into a book.
Learn more about plants and play plant games with these fun Web sites.
- Dan's Wild Weather page http://www.wildwildweather.com/
Tell someone at home three facts about weather. Tomorrow, be ready to share what you said with your table partner.
(The next day, the teacher will walk around the classroom listening to what students are sharing and make comments. Then the students will be asked to share with a different partner and listen to what that person said to someone at home.)
- Was there enough time?
- Were the students successful or frustrated observing the weather?
- Were the students able to combine weather elements such as cold "and" windy?
- Were the students able to write about weather without a lot of help?
- Could the students tell me about weather?
- How many students were able to identify a type of weather?
- How many students were also able to describe the weather in their observation notebooks?
Copies of the students' observation notebooks will be saved for their assessment portfolios.