Day 1
Note: Prior to the lesson, construct a class weather journal to record the daily weather for a week. You can assemble a journal by creating your own, or use the Weather Journal as an example (S-K2-4-2_Weather Journal.doc).
“How many of you have ever seen a rainstorm? How many of you have ever been in a rainstorm? As a class, we will be making a rainstorm with our bodies.” You will model and then students will follow. Students will rub their fingers together for a mist, rub their hands together for a drizzle, pat their knees to make a downpour, stomp the floor to make thunder. Reverse the movements for the rain to stop.
Write the word weather on the board. “Think about the word weather. What do you know about weather? We are going to use a word web to help record information about weather.” Use a word web (or draw pictures) to record all the information (S-K2-4-2_Word Web.doc). Then ask the following questions to engage discussion about weather:
- “What uses do we have for water?”
- “What are examples of water?”
- “How does water affect you?”
- “What will the weather be like in _____ (insert a season)?”
Create a class Weather Journal. (S-K2-4-2_Weather Journal.doc). Model how students can draw a picture, write the date, and write down the temperature. This can be done during calendar time as a class. You can get daily temperature readings at www.weather.com. This also can be extended by having students create their own journals and compile data for a longer period to compare seasonal weather changes. For example, have students think about what a journal page might look like in three months. Or ask, “Will the weather be the same in a month, and what might the temperature be?”
Introduce students to the thermometer. Display various thermometers such as digital, outdoor, indoor, infant, and adult thermometers (S-K2-4-2_Thermometer Pictures.doc). Ask students if they know what these items are. Students may be familiar with some of the thermometers; allow them the opportunity to tell what the item is and share their experience. After a sharing time, tell students these items are all thermometers and they record temperature. Each thermometer has a special job: it records the temperature of a person, outdoor weather, or indoor air. Ask students, “What is the same about the thermometers? What is different about these thermometers?” Students should note that all the thermometers have numbers or they tell the temperature of something.
Using pictures of various thermometers (S-K2-4-2_Thermometer Pictures.doc), place or match pictures of different seasons with each weather thermometer. Have students look at each thermometer. Ask, “What is the color of the thermometer? What does the color of the thermometer tell us? What do you think the temperature is like in this picture?” (hot, cold, or warm)
Tell students they are going to make a thermometer that will tell if weather is cold, warm, or hot (S-K2-4-2_Class Temperature Chart.doc). Note: Their thermometer will be a model. It will not have numbers but will have a strip to show the temperature using color. Display a classroom thermometer and explain each color on the strip as representing the temperature of the air: blue = cold, yellow = warm, and red = hot. Demonstrate how the thermometer has a line at the bottom, and explain: “This line is where we would place the strip to show the temperature.”
Ask, “What would the temperature be on the thermometer when it is snowing? What would the temperature be on the thermometer at the beach with the sun shining? What would the temperature be on the thermometer early in the morning?” Guide students in responding with different temperatures such as cold, hot, and warm.
Model the construction of the thermometer with students, and monitor their progress as they put thermometers together. Allow students time to manipulate the strip and become familiar with how the thermometer will operate. Show students pictures of various weather conditions cut from magazines, and ask students to show what they think the temperature would be: hot, warm, or cold. Observe students as they display their thermometers. Distribute pictures to students to work in pairs. Students will identify the temperature with partners. Monitor the student pairs as they identify the temperatures of each picture.
Day 2
Read the book Water Dance by Thomas Locker. Note: It is best to preview this book before reading it aloud. It is written in prose and beautifully illustrated. You may decide to paraphrase some text, yet point out each illustration and the changes in water. The book shows water in its various forms. After reading the book, create a word web with students. On a chart or board, write the word water. Ask students to tell all they know about water and remind them of what they learned from the book Water Dance. Display the chart and revisit it during the lesson if necessary.
Display the page that shows rain. Distribute student thermometers and ask students to hold up their thermometer to show what they think the temperature would be for the picture. Observe students as they hold up their thermometers. Repeat this again for snow, hail, and fog.
Show the book Cloud Dance by Thomas Locker and ask students what they have learned about clouds and water. Students should begin to see the relationship between clouds and water. Review the demonstration done previously in Lesson 1 to remind students that heat was added to water to form a cloud. Ask, “Where does the heat come from to warm the water outside in nature?” (the sun)
Read the book The Rain Came Down by David Shannon. Use the book to get students engaged in weather concepts. Ask questions throughout the story.
Extension:
After the story, do these extensions during center time:
- Raindrop counting/Math: Use blue paper or blue felt for a mat and clear or floral marbles for raindrop counters. Children will listen for thunderclaps (you clap your hands a certain number of times) and place that number of raindrops on the mat.
- Dramatic play center extension: Students can role play using raincoats, rain boots, and umbrellas.
- Students may create their own weather journals.
- Students may use the weather journal to recognize and predict patterns.
- Record the temperature daily during calendar activities and note the changes in the temperature each day, week, and month.
