weather unit plan

Bob TylerUnit/Lesson Plans

EDUC 232 – Spring 2011

Topic: Weather throughout the World

Grade: 7-8 (ELLs)

Length: 15 days

Description and rationale:(For students:)What is weather? Weather is all around us, outside everyday. But, why does is

rain some places and snow other places? Why is it hot in Vietnam and cold in Bosnia? For the next three weeks, we will be discussing weather throughout the world. We will talk about how weather can help us, and how it can be dangerous. We will learn the vocabulary needed to have daily conversations about weather, and study the science behind weather.

Early in the school year, we began our study of weather and learned simple phrases like “It is cold today” and “Tomorrow it is going to rain.” Each morning on the whiteboard, we write a simple sentence describing the weather that day. Weather is nothing new to us, and now we are ready to take our learning to a new level. We will be looking at maps and globes, using thermometers, studying our texts, watching videos and performing experiments, all to improve our knowledge of weather. Every day we will learn a new aspect of weather. We will work in the classroom and outdoors.

We all come from different parts of the world and have experienced different kinds of weather growing up. This unit will give us a chance share, compare and contrast the weather in our home countries with the weather here in Iowa. At then end of this unit we will know what the weather is like in each of our classmates’ home countries, know the different kinds of weather that occur here in Iowa, and know a lot about weather throughout the world. At the end of this unit, we will create beautiful 3-way display boards to showcase our weather knowledge. We will host a “weather party” and invite students from other classrooms to come and view our creations.

(For educators:)The unit of study is important because of it’s usefulness in daily life (weather

conversations) and because of it’s implications for later studies (earth science helps provide a foundation for the understanding of biology, chemistry, etc.). Weather also plays an important role in the formation of societies and shapes the cultures of the world. A thorough appreciation of weather at this age will provide a strong background for high school studies and start the students on a path of inquiry into the way the world works. The information contained in this unit will be of use to the students throughout their lives, as they synthesize this learning with new information, and think critically about the ways in which weather affects the world around us, and the people who inhabit it.

Instructional MethodsOur ELL classroom is full of very diverse learners. We have students from 15

countries, each representing a different culture with unique learning preferences. In general, the dichotomy lies between those students who prefer and individualist approach to learning (as is common in America) and those who prefer a more collectivistic (group) approach to classroom time. For this reason, we will be employing a wide variety of instructional methods in this unit. Some of the key methods include:

1. Lecture: These lectures are kept brief and are used to convey new information to students. We will often start the lesson with a short (under 10 minute) lecture and then move on the process the information in more active ways.

2. Large-group discussions: Useful for those students who are comfortable speaking in a big groups (and helpful practice for those who are not as comfortable at it), this gives everyone a chance to listen to the perspectives of their peers. It is also helpful for the instructor, as it provides an opportunity to gauge the general level of understanding in the classroom (formative assessment).

3. Small-group work: Ideally suited for students whose cultures promote group efforts, this gives everyone in the group and chance to contribute to the final project and acknowledges the social aspect of learning.

4. Videos: Visual aids are important to ELL students, who are still struggling with the language load of school. Videos give students a chance to see the information being presented in a “real life” scenario, rather than simply be words on a page.

5. Active learning: Students will have a chance to get up out of their seats, “get their hands dirty” and actually DO things, such as performing science experiments to show their understanding of weather.

6. Field trip: Although it is cold and snowy outside here, we will take a trip to the Botanical Center to investigate what happens under completely different weather conditions.

Daily Outline

Monday Tuesday Wednesday Thursday Friday-Introduction to the unit.-Vocabulary List/Create Word Wall-Singing weather songs

-Review vocabulary-Lesson: Clouds and Precipitation-Cloud experiment

-Weather in Literature-Reading weather poems-Small-groups: Choral reading of poems to class

-Collect field trip permission slips-Look at Botanical Center’s website-Discuss Botanical Center “Scavenger Hunt”-Word Wall/Images of scavenger hunt items.

-Field Trip to the Botanical Center and scavenger hunt.

-Review of previous week, vocabulary, etc-Lesson: Tornadoes-Tornado speeches

-Review of tornadoes-Finish speeches-More work on “extreme weather” -Hurricanes -Tsunamis -Blizzards -Thunderstorms

-Wrap up on “extreme weather”(think-pair-share)-The temperature and using a thermometer-Thermometer experiment outside

-Writing about weather: -Read short stories on weather -Write our own short stories -Share with class.

-SKYPE: We will partner with three different classroom across the country for a Skype video conference on the different kinds of weather we are each experiencing.

-Review of previous week-Lesson: Weather Here, Weather There

-Group work: creating a 3-Way Display Board on weather throughout the world

-Continue group work on displays

-Practice singing weather songs for party-Practice reading weather poems for party.-Practice talking about our 3-way Display boards

-“Weather Party” (invite other classrooms)

Resources and Materials

CBS New tornado video: http://www.youtube.com/watch?v=IUTQI52Vhg8&feature=fvst

Creating a tornado: http://www.april31974.com/Tornado_experiments.html

Tornado vocabulary: http://quizlet.com/798910/tornado-vocabulary-flash-cards/

Tornado Safety: http://www.youtube.com/watch?v=EzBiEN6bXEY

Weather metaphor list: http://knowgramming.com/weather_metaphors.htm

How clouds and rain are formed: http://www.youtube.com/watch?v=bHHHRSBvo9o&feature=related

Making a cloud: http://www.weatherwizkids.com/experiments-cloud.htm ESL Video: “What’s the weather like?” http://www.youtube.com/watch?

v=CVuKr5y9AbY Weather songs: http://library.uncc.edu/files/5/nasa/pdf/weathersongs.pdf Weather poems: http://www.alaboon.com/weather_poems.htm Botanical Center Website:http://www.botanicalcenter.com Skype: www.skype.com 2-liter soda bottles Small washers Duct tape Thermometers Pens and markers Poster paper 3-way display boards Clip-art, magazines Miscellaneous decorations for displays.

Essential Questions:

1. Precipitation: What is precipitation? (What are the common forms of precipitation? What are the less common forms

of precipitation? Where does precipitation come from?)

2. Weather and Geography: What are the major weather climates in the world? (What is tropical climate and where do you find them on the globe? What is

arctic climate and where do you find them on the globe? What is temperate climate and where do you find them on the globe?)

3. Temperature and thermometers: How do you use a thermometer? (What is the difference between Fahrenheit and Celsius? What temperature

would be considered hot, cold, mild, etc?)

4. Extreme weather: What are some of the forms of extreme weather? (What sort of damage can they cause? What can you do to protect yourself from

these kinds of weather?)

5. Analysis/Evaluation: What effects can weather have on a society? What effects can weather have on a culture?

Lesson Plan 1“Clouds and Precipitation”

StandardsTESOL Standard 1: English language learners communicate for social,

intercultural, and instructional purposes within the school setting.TESOL Standard 4: English language learners communicate information, ideas,

and concepts necessary for academic success in the area of science.

Resources Weather metaphor list:

http://knowgramming.com/weather_metaphors.htm How clouds and rain are formed: http://www.youtube.com/watch?

v=bHHHRSBvo9o&feature=related Making a cloud: http://www.weatherwizkids.com/experiments-cloud.htm 2-liter soda bottles for the experiment.

Learning Objectives SWBAT describe how clouds are formed. SWBAT list vocabulary associated with precipitation. SWBAT explain different kinds of precipitation SWBAT evaluate English language weather (precipitation) metaphors

Essential Questions1. How are clouds formed and why does precipitation fall?2. What are some of the different kinds of precipitation?3. Why do we need water? What happens if too much rain falls?4. What are the meanings of some popular weather (precipitation)

metaphors?

MotivationWeather is all around us and often on our minds. In the past week it has rained,

sleeted and snowed. We all talk about weather everyday, but now it is time to take our learning to a high level. Precipitation is the source of life on earth, but it is also a source of frustration (roads closed from snow, flooding, etc.) For speakers of English it is also a source of many strange and humorous metaphors. Today we will unravel the meanings of silly sayings like “It’s raining cats and dogs”, to help you in your conversations with native speakers who use them all the time. And, as a “bonus” activity we make a “real” cloud!

Type of Method Used Video Lecture with discussion Small group work

Pair work Graphic organizers

Lesson Procedures1. Introduction, motivation, and background: An introduction to the lesson will be

given as described above.2. Objectives: The teacher will write the content and language objectives on the

board. Students will write them in their writing journals for writing practice. The objectives will be discussed and additional clarification will be provided as needed (through visual aids, second language dictionaries, etc.). We will go through them one more time; this time volunteers will be called on to take turns reading them aloud.

3. Vocabulary: We will create a word wall from our vocabulary list. Pictures representing the word will be taped to the whiteboard and the word will be written below it. Students can volunteer to write the word if they know it, otherwise the teacher will write it. Word list:

CloudsRain CloudsStormsRainSnowSleetHailFogBlizzardStormyMistShower

4. Video: How Clouds and Rain are Formed. (Video link bookmarked for easy transition. Link listed above.)

5. Creating a Cloud: Students will work in groups or 3-4 to create clouds, using the instructions from the website referenced above. Two parent helpers have been called in to help and supervise this project.

6. Pair work: We read through weather metaphors with a partner (list created from website referenced above.)

7. Group work: Students will create individual weather metaphor posters, while working in groups or 3-4 for help, support and creative thinking.

8. Assignment/Assessment: Students will create their poster and share them with the class. They will be graded according to the rubric below.

9. Review: We will finish up the class by sharing our posters with everyone. (If we run out of time, we will finish sharing tomorrow.) To wrap-up the lesson we will:

Review of relevant grammar/vocabulary: The vocabulary words on the whiteboard (below the pictures) are all erased and we go back over the pictures again, with students taking turns re-writing in the vocabulary words.

Review of key concepts: Cloud formation, kinds or precipitation, common weather metaphors. Large group discussion answering the essential questions.

Technology Needed Laptop computer Digital projector Projector screen

Adaptations NeededDifferentiation/Scaffolding for Levels 1-4 ELLs:

L4: Visual aids, oral instructionsL3: Visual aids, oral instructions, teacher modelingL2: Visual aids, oral instructions, teaching modeling, simplified language, some first language use, first language dictionary, word wallsL1: Visual aids, oral instructions teaching modeling, simplified language, first language use, buddy, first language dictionary, word walls

Thinking Strategies UsedHigher Order Thinking: students will be asked to asked to analyze the things they have learning today, determine which ones were the most significant (to them) and synthesize this information together with visuals, to create a poster on clouds and precipitation as metaphors.

AssignmentCreate a poster that shows your understand of a weather-related metaphor. Use

words (hand-written, computer-printed, or cut-out from a magazine) and pictures (your drawings, computer-printed, or magazine clip-art) to explain the metaphor.

Example: “He showered her with gifts.” The poster could show presents coming out of the sky and raining down on the girl.

Assessment of Objectives

The posters will assessed according to the following rubric, which corresponds to our lesson objectives:

Description Vocabulary Graphics Metaphor3 Description of the

kind of precipitation of thorough.

Poster contains at least 3 vocabulary words.

Graphics are appealing and aid in understanding.

Metaphor is written on the poster correctly.

2 Description of the kind of precipitation is somewhat vague.

Poster contains 1 or 2 vocabulary words.

Graphics are either unappealing or do not aid in understanding.

Metaphor is written on the poster but contains errors.

1 Description of the kind of precipitation either not present.

Poster does not contain any vocabulary words.

Graphics are either unappealing and do not aid in understanding.

Metaphor is not written on the poster.

Lesson Plan 2

“Tornadoes”




Resources CBS New tornado video: http://www.youtube.com/watch?

v=IUTQI52Vhg8&feature=fvst Creating a tornado:

http://www.april31974.com/Tornado_experiments.html Tornado vocabulary:

http://quizlet.com/798910/tornado-vocabulary-flash-cards/ Tornado Safety:

http://www.youtube.com/watch?v=EzBiEN6bXEY Science project items: 2-liter soda bottles, water, washers (from hardware

store), duct tape.

Learning Objectives SWBAT describe tornadoes. SWBAT use key tornado vocabulary. SWBAT discuss the effects of tornadoes SWBAT lists tornado safety precautions.

Essential Questions What is a tornado? Where do tornadoes occur? When do tornadoes occur? What kinds of damage do tornadoes cause? What can we do to protect ourselves from tornadoes?

MotivationAs students at this age tend to be impressed with “extreme” things, we will begin

this lesson with a short video on the extreme power of tornadoes. The video contains actual tornado footage and shows the aftermath of the damage they can cause. Last spring, we remember having tornado drills and discussed tornadoes in the news then. This prior knowledge will help set the stage for today’s lesson. With everyone’s attention now focused on the subject at hand, the instructor will announce that not only are we studying tornadoes today, we will actually be creating one!

Type of Methods Used Video

Lecture with discussion Small group work Pair work Individual presentations


given as described above.2. Objectives: Students will be asked to all stand up. The teacher will write the

content and language objectives on the board. In chorus, students will then read them aloud. The objectives will be discussed and additional clarification will be provided as needed (through visual aids, second language dictionaries, etc.). We will go through them one more time, this time volunteers will be called on to take turns reading them aloud.


TornadoTornado WatchTornado WarningTornado ShelterTornado SirenTornado AlleyCycloneVortexDoppler radarWindThunderstormFujita ScaleDamageDestruction*Soda/Pop Bottle*Washer (the kind from the hardware store)*Duct tape*(For our tornado experiment.)

4. Video: We will watch a CBS news video showing tornadoes and tornado damage. (Video link bookmarked for easy transition. Link listed above.)

5. Creating a Tornado: Groups or 3-4 students will be give two 2-liter soda bottles, a washer, a funnel, some water, and some duct tape. Instructions will be given on how to put water in one of the bottles, use the washer and tape to connect the two bottles like an hourglass and begin spinning them around to create a tornado-like vortex in the water. Everyone in each group will be given a chance to swirl the water around and observe the vortex formation.

6. Pair work: Creating sentences using tornado words with a partner.

7. Group work: Students will create individual speeches, while working in groups or 3-4 for help, support and creative thinking.

8. Assignment/Assessment: Students will present their speeches to the class and the speeches will be graded according to the rubric below.

9. Review: We will finish up the class by sharing our speeches with everyone. (If we run out of time, we will finish the speeches tomorrow.) To wrap-up the lesson we will:


Review of key concepts: We will review tornado formation, the location of tornado alley, and the Fujita scale. Large group discussion answering the essential questions.

Technology Needed Laptop computer Digital Projector Projection Screen



Thinking Strategies UsedHigher Order Thinking: students will be asked to analyze the things they have

learning today, determine which ones were the most significant (to them) and synthesize this information together with visuals, to create a speech on tornadoes.

AssignmentCreate a short speech (1-3 minutes, depending on your level of fluency) on

tornadoes. Share with the class things like: What you find most interest about tornadoes. What you have learned about tornadoes today. Whether or not tornadoes occur in your home country. What you would do in the event of a tornado.

Assessment of ObjectivesThe speeches will assessed according to the following rubric, which corresponds

to our lesson objectives:

Description Vocabulary Effects Safety3 Description of

tornadoes is thorough and comprehensible.

Speech uses at least 4 words from our vocabulary list.

The effects of tornadoes are adequately described.

Tornado safety is explained in detail.

2 Description of tornadoes is either lacking in thoroughness or comprehensibility.

Speech uses at least 2 words from our vocabulary list.

The effects of tornadoes are vaguely described.

Tornado safety is explained with limited detail.

1 Description of tornadoes is either lacking in thoroughness and comprehensibility.

Speech uses one or fewer words from our vocabulary list.

The effects of tornadoes are not described.

Tornado safety is not explained.

Lesson Plan 3“Weather Here, Weather There”




Resources/Materials ESL Video: “What’s the weather like?” http://www.youtube.com/watch?

v=CVuKr5y9AbY Weather songs: http://library.uncc.edu/files/5/nasa/pdf/weathersongs.pdf 3-way display boards, pens, markers, magazines for clip-art, other various

materials for decoration (foil, ribbon, colored paper, etc)

Learning Objectives SWBAT list common forms of weather throughout the world SWBAT use key weather-related vocabulary SWBAT describe weather in different countries and continents. SWBAT compare/contrast weather in different parts of the world.

Essential Questions1. What are some of the different climates in the world?2. What does precipitation look like in different parts of the world and at

different times of the year?3. What is the weather like in your home country? How does it compare to

weather in Iowa?4. What do you like about weather in Iowa? What do you dislike about weather

in Iowa?

MotivationGet ready to share! Get ready to work as a team! Get ready to have a party!

Today we are going to begin our final section of this unit on weather. We will draw from all we have learned so far about weather to look at the big picture of weather throughout the world. We will learn about weather in our classmates’ home countries and weather here in the U.S. We will create beautiful and colorful 3-way display boards that will showcase our knowledge of weather in different countries AND on Friday, we will host a “weather party” and invite other classrooms to celebrate our creations with us, as part of diversity week here at our school. Let’s get started!

Type of Methods Used Video Lecture with discussion Small group work Pair work Graphic Organizers


given as described above.2. Objectives: The teacher will write the content and language objectives on the

board. Students will write them in their writing journals for writing practice. The objectives will be discussed and additional clarification will be provided as needed (through visual aids, second language dictionaries, etc.). We will go through them one more time; this time volunteers will be called on to take turns reading them aloud.


CloudsRainSnowHot ColdMild FreezingWindyFoggyThunderstormsLighteningFloodDraughtTropicalDesertArcticTemperate

4. Video: What’s the Weather Like? (Video link bookmarked for easy transition. Link listed above.)

5. Large group activity: Students will stand and we will sing some funny weather songs to the tune of popular nursery rhymes. (Note: these melodies tend to be used the world over and should be familiar to most students.) See reference listed above for song lyrics.

6. Pair work: We will use the class computers to research weather in different countries with a partner. (This information will be incorporated into our assignment.)

7. Group work: Students will create 3-way displays on weather in two different countries, while working in groups or 3-4 for help, support and creative thinking.

8. Assignment/Assessment: Students will create their 3-way displays and share them with the class and other classrooms. They will be graded according to the rubric below.

9. Review: We will finish up the class by looking at 3-way displays created last year. To wrap-up the lesson we will:


Review of key concepts: Arctic climates, temperate climate, tropical climates, desert climates. Large group discussion answering the essential questions.

Technology Needed Laptop computer Digital Projector Projection Screen



Thinking Strategies UsedHigher Order Thinking: students will be asked to asked to analyze the things they

have learning today, determine which ones were the most significant (to them) and synthesize this information together with visuals, AND collaborate with their peers, to create a 3-way display on weather throughout the world.

AssignmentWorking in groups of 3-4, choose two countries to make your presentation on.

One of the countries can be America and the other can be a home country, both can be home countries, or you can pick any two countries of your choosing.

Use words (hand-written, computer-printed, or cut-out from a magazine) and pictures (your drawings, computer-printed, or magazine clip-art) to explain and describe weather in each country. Describe one country on one side, and the other country on the other. In the middle show ways weather in the two countries and the same and ways in which they are different.

Assessment of ObjectivesThe 3-way displays will be assessed according to the following rubric which

corresponds to our lesson objectives:

Content Countries Comparisons Contrasts3 Content includes

vocabulary words from our list and relevant weather as covered in class.

Weather in both countries is described well.

Includes at least three things that are the same in both countries.

Includes at least three things that are different between the countries.

2 Content includes vocabulary words from our list or relevant weather as covered in class.

Weather in one country is described well.

Includes one or two things that are the same in both countries.

Includes one or two things that are different between the countries.

1 Does not includes vocabulary or relevant terms.

Weather is not described for either country.

Does not include any similarities.

Does not include any differences.

weather unit plan

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