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Project GLADBeaverton School District
Weather Grade 2IDEA Pages
I. Unit theme: • Weather is ever changing.• Weather is caused by physical changes on our planet.• Weather affects living things.
II. Focus and Motivation• Big Book• Observation Charts• Poetry/Chants• Realia: thermometer, rain gauge, anemometer, wind gauge, wind sock, weather
vane, barometer, hygrometer, lightening machine, tiny tornado, prism, assorted weather related clothing accessories.
• Weather video• Read aloud• Inquiry Charts
. Closure• Process charts/learning• Add to living walls• Personal Exploration• Evaluation of week; letter home • Present expert information in multiple intelligences• Ongoing assessment - logs/journals
IV. Concepts:HISTORY/ SOCIAL SCIENCE
• Aspects of culture develop based on the climate of a region.• Radical weather patterns have created disasters for man/the natural world
throughout history.• Humans and animals adapt to the weather found in their region of the world.
SCIENCE• Weather is caused by changes occurring in the
atmosphere of the Earth.• Weather is manifested on a continuum of severity.• The water cycle is a cause of weather.• The sun gives off energy that warms the Earth.• There are many types of cloud formations.• Precipitation has numerous forms.• Wind is created and affects life.• We use many types of tools to measure the weather.
LITERATUREWeather has effects on characters in literature.
V. Vocabularywater cycle droplet formevaporation crystal anemometercondensation thunder thermometerprecipitation lightening bolt barometermoisture atmosphere climateice temperature humidityhail freeze cumuluscloud blizzard nimbusrain wind chill cirrussleet rainbow startssnow vapor radarfog drought prismwind flood hailstonehurricane meteorologist stormtornado prediction lightening chainlightening rod forecast weather vanewindmill windsock tilt
VI. Oral Language/Writing/Literature SkillsSee attached Oregon Benchmarks
VII. Math/Social Studies SkillsSee attached Oregon Benchmarks
VIII. Resources and Materials - Non-Fiction
Research LibraryFiction
Louise Gay, Marie-Stella Queen of The SnowHall ETS, Marie-Gilberto and The WindG. Shaw, Charles-It Looked Like Spilt MilkSpier's, Peter-RainBarrett, Judi-Cloudy With a Chance of MeatballsBarrett, Judi-Cloudy With a Chance of MeatballsSteig, William-Brave IreneClick magazine, 2002Click magazine, 2002Click magazine, 2002Click magazine, 2002Polacco, Patricia - Thunder CakeKrauss, Ruth - The Happy Day
Seuling, Barbara - Winter LullabyDisney book - Where do rainbows end?Dorros, Arthur - Feel de WindTekavec, Heather - Storm is ComingHoberman, Mary Ann - Right Outside My WindowGerstein, Mordicai - The Story of MaySinger, Marilyn - On the Same Day in MarchDorros, Arthur - Feel the WindSteig William - Amos & BorisBranley, Franklyn M. - Snow is Fallinglondon Jonathan - Froggy Gets DressedTomkins, Jasper - Nimby An Extraordinary Cloud Who Meets a Remarkable FriendRyan, Cheryl - Drier than a BoneFord, Miela - What Color WasThe Sky today?Dunbar, Joyce - The Spring Rabbit
Non Fiction
Hopping, Lorraine Jean- TornadoesMalone, Pat- Wind PowerMiranda, Anne- My ClimateSharp, Katie- Rain, Snow, and HailWatt, Fiona- Weather & ClimateAshwell, Miranda- What is Weather? RainAshwell, Miranda- What is Weather? SnowAshwell, Miranda- What is Weather? SunshineAshwell, Miranda- What is Weather? Watching the WeatherAshwell. Miranda- What is weather? WindBillings, Henry- True Tales of Howling WindsDiscovery Channel: An Explore Your World Handbook- WeatherLing, Stanley-Reading Safari Xtreme Weather (2)Allaby, Michael- How the Weather WorksSaunders-Smith, Gail- SunshineSaunders-Smith, Gail- RainSaunders-Smith, Gail- CloudsSaunders-Smith, Gail-LightningBerger, Melvin- Wild WeatherHoll, Bob- The Reading Safari EncyclofactBiddulph, Fred and Jeanne- Hot and Cold WeatherBiddulph, Fred and jeanne- Wind and StormsCoffey, Michele- It's a Blizzard!Kalinowski, Delphine- The Weather ReportCutting, Brian and Jullian- Keeping Warm! Keeping Cool!Cutting, Brian and Jullian- Getting Cold! Getting Hot!Cutting, Brian and Jullian- Warming Up! and Cooling Off!
Burke, Jennifer S.- Hot DaysBurke, Jennifer S.- Cloudy DaysBurke, Jennifer S.- Sunny DaysBurke, Jennifer S.- Rainy DaysBurke, Jennifer S.- Windy DaysBurke, Jennifer S.- Cold DaysMendell, Muriel- Simple Weather Experiments With Everyday MaterialsMcGough, Kate- When a Storm ComesWoolley, Marilyn- When the Rain ComesWhite, matt- Storm ChasersWong, George- Weather in the CityPark, Brenda- The WindMangieri Catherine C.-Learning About RainSimon, Seymour- StormsBuckley, Marvin- Weather TodayWeber, Rebecca- WinterFink, Jacob- Watch the SkyMorrison, Rob- Flows and Quakes and Spining WindsSweeney Jacqueline-Cold and HotSweeney Jacqueline- Frio y calorBraidich Shelby- Learning About CloudsWong, George- Weather in the CityWeldon Owen PTY-Weather Watching(6)Weldon Owen PTY-Rain Or ShineOsborne Scince and Experiment- The Power of NatureKramer Stephen- LightningMcGuffee Michael- Chasing TornadoesKid's Discover- Hurricanes (7)The Mgic School bus- Wet All OverThe Magic school bus- Inside a HurricaneBranley Franklyn- Down Comes The RainBerger Melvin- Can It Rain Cats and dogs?Taylor Barbara- Weather and ClimatePrentice Hall Science Explorer- Weather and ClimateFoss Science Stories- MeasurementBiblioteca Visual Altea- la atmosfera y el tiempoGraham Ada- Changes EverywhereLife Nature Library- The EarthFowler Allan- How Do you Know It's SummerBranley Franklyn M.-Flash, Crash, Rumble, and RollNowak Jennifer- Hurricanes and Topical StormsBuckley Marvin- Weather TodayGibbons Gail- Weather Forcasting
Resources and Materials - PoetrySchaefer, Lola M. - This is the Rain
Hopkins, Lee Bennett - Weather: Poems For All SeasonsZolotow, Charlotte - Seasons: A Book of PoemsKennedy, Dorothy - Talking Like The Rain: A Read-to-Me Book of Poems
Teacher ResourcesFoss KitFoss Science StoriesThe Learning Channnel Elementary School - Dynamic EarthGlobe Fearon - Janus Earth ScienceLumpkin, Beatrice - Multicultural Science and Math ConnectionsKepler, Lynne - Windowsill Science CentersAmery, Heather - The Know How Book of ExperimentsKenda, Margaret - Science Wizardry for Kids
Project GLADBeaverton School District
Weather Unit Planning PagesI. Focus/Motivation
• Big Book What is the Weather?• Inquiry Chart• Observation Charts• Weather Realia• Meteorologist awards, thermometers• Poetry Chants
• Realia• Video
II. Input• Meteorologist Input chart• Narrative Input - Felix • Cloud Formation Input Chart• Read aloud: Fiction book about weather• ABC Chart of weather terms• Water Cycle Input Chart
III. Guided Oral Practice• T-Chart for cooperation• Picture File Cards - Sort weather events into categories:
likely, unlikely, certain• Poetry/Chants• Sentence Patterning Chart - weather• Process Grid - See attached • Variety of discussion/exploration groups, primary language and
heterogeneous• Ongoing processing of charts• Cognitive Dictionary to process signal word• 10/2 for connecting with content• Vocabulary and picture matching on Input charts
IV. Reading and WritingA. Total class modeling
• Shared reading• Group Frame• Expository, based on process grid• Poetry based on poetry frame• Narrative based on Narrative Input, read aloud, independent
reading• Done in primary language and English
B. Small group - Cooperative Tasks - Variety of groupings: Flexible; Heterogeneous; Need; Choice• Focused reading• Shared, guided and flexible group reading • Interactive Reading• Strip paragraphs• Oral Book Sharing• Flip Chants• Strip Books• Ear to Ear Reading• Mind Mapping• Big Books• Reader’s Theater• Buddy Journals• Team Coop Strip Paragraphs
C. Individual Activities • Silent Sustained Reading• Mind Mapping• Interactive Journals• Learning Logs• Reader’s Workshop• Individual Coop Strip Paragraphs
D. Writer’s Workshop• Choices• Conferencing• Author’s Chair
- nudges- questioning/listening
V. EXTENDED ACTIVITIES FOR INTEGRATION • Music• Art• Foss Kit Experiments and explorations• Graphing of weather
VI. CLOSURE• Personal Exploration• Team Exploration • Portfolios/Conferences• Process Charts and Learning
GLAD UNIT - Grade 1“Economic Choices”
Oregon State Standards
READING
CCGRecognize, pronounce and know the meaning of words in text.
Content StandardsRecognize, pronounce and know the meaning of words in text by using phonics, language structure, contextual clues, and visual clues.
BenchmarksRead accurately by using phonics, language structure, word meaning, and visual cues.
Read orally with natural phrasing, expressive interpretation, flow, and pace.
Determine meanings of words using contextual clues and illustration.Students will:• use context clues to choose the correct meaning for given words on the state assessment.• use knowledge of common words in their compound or plural forms to help determine the meaning of words in the passage.• use illustrations such as picture, charts, graphs, or diagrams to determine the meaning of words, in the passage.
CCGUse a variety of reading strategies to increase comprehension and learning.
Content StandardsLocate information and clarify meaning by skimming, scanning, close reading and other reading strategies.
BenchmarksLocate information and clarify meaning by using illustrations, table of contents, glossaries, indexes, headings, graphs, charts, diagrams and/or tables.
Students will:• use table of contents and indexes to locate specific information.• use information in illustrations, graphs, and diagrams to help understand a reading passage.• use a glossary to locate words to help clarify word meaning.
CCG Increase word knowledge through systematic vocabulary development.
Content StandardsDemonstrate literal comprehension of a variety of printed materials.
BenchmarksRetell, summarize, or identify sequence of events, main ideas, facts, and opinions inliteracy and informative selections.
Students will identify or summarize:• the order of events or a specific event from a sequence of events.• a statement or sentence indicating the main idea of the selection.• directly stated facts; information from charts/graphs; names of characters, places, or things in the selection; special circumstances relevant to the story.• directly stated opinions.
CCGDemonstrate inferential comprehension of a variety of printed materials.
BenchmarksIdentify cause and effect relationships and make simple predictions.
Students will:• identify implicit cause and effect relationships.• predict probable future outcomes or actions.• infer the main idea of a selection when it is not explicitly stated.• identify unstated reasons for actions based on explicitly stated information in the passage.
CCGDemonstrate evaluative comprehension of a variety of printed materials.Connect reading selections to other texts, experience, issued, and events.Read for enjoyment and information.
BenchmarksAnalyze and evaluate information and form conclusions.
Students will draw conclusions about:• author’s motivation or purpose.• whether portions of the text are facts or opinions.• identify which definition of a literary form fits the passage read.
LITERATURECCGRead a variety of literary forms of varying complexity from a variety of cultures and time periods.
Content StandardsRead a variety of selections and recognize distinguishing characteristics of variousliterary forms.
BenchmarksStudents will:
• identify a story poem, play, or a nonfiction selection.• identify which definition of a literary form fits the passage read.• identifies characteristics of a given form.
CCGEvaluate how the form of a literary work and the use of literary elements and devices (setting, plot, theme, character, word choice, point of view, tone, language) contribute to the work’s message and impact. Analyze the development and treatment of themes in a literary work.
Content StandardsAnalyze the author’s ideas, techniques and methods and make supported interpretations of the selection.
BenchmarksIdentify character, plot, and setting in a literary selection.
Students will:• identify main and supporting characters.• identify events important to the development of the plot.• identify setting, including place and time period of a story.• differentiate among the literary elements of plot, character, and setting.
WRITING
CCGCommunicate knowledge of the topic, including relevant examples, facts, anecdotes and details appropriate to topic, audience and purpose.
Content StandardsCommunicate knowledge of the topic, including relevant examples, facts, anecdotes and details.
BenchmarksConvey main ideas with some details.
Students will:• include an identifiable purpose and main idea in their writing.• use some supporting details.
CCGStructure information in clear sequence, making connections and transitions among ideas, sentences and paragraphs.
BenchmarksStructure writing by developing a beginning, middle and end supported by sometransitions.Students will:
• develop an identifiable beginning, middle, and end.• sequence events.• use some transitions
CCGExpress ideas in an engaging and credible way appropriate to audience and purpose.Develop flow and rhythm of sentences.
Content StandardsUse varied sentence structures and lengths to enhance flow, rhythm, and meaning in writing.
CCGDemonstrate knowledge of spelling, grammar, punctuation, capitalization, paragraphing, and citing sources.
Content StandardsUse correct spelling, grammar, punctuation, capitalization, paragraph structure, sentence construction, and other writing conventions.
BenchmarksDemonstrate some control of correct spelling, grammar, punctuation and capitalization.
Students will:• correctly spell words appropriate to benchmark level.• limit use of phonetic spelling to uncommon or difficult words.• use correct subject-verb agreement in simple sentences.• use correct end of sentence punctuation.• correct place commas in dates and in a series.• correctly capitalize sentence beginnings, proper nouns, titles, and the pronoun “I.”
CCGUse a variety of modes in appropriate context.
Content StandardsUse a variety of modes and written forms to express ideas.
CCGUse a variety of written forms to express ideas appropriate to audience and purpose.
Use multi-step writing process to express ideas.Reflect upon and evaluate own writing.
COMMUNICATIONCCGDemonstrate control of eye contact and speaking rate.
Content StandardsUse eye contact, speaking rate to communicate ideas effectively when speaking.
BenchmarksDemonstrate some control of eye contact and speak at an appropriate rate and volume.
MATHEMATICSUnits and Tools
CCGDetermine and use appropriate standard and nonstandard units and tools of measurement to measure.
Content StandardsDetermine appropriate units, tools, and techniques to measure.
BenchmarksSelect the appropriate units and tools to measure volume and temperature.
Students will choose the most appropriate tool and unit of measurement for common, everydayobjects including:• length• volume (capacity)• temperature-degrees Fahrenheit, degrees Celsius.
Estimation
CCGUse estimation to solve problems and check the accuracy of solutions.
BenchmarksEstimate solutions to problems and determine if the solutions are accurate and reasonable.
Students will round one, two, or three digit whole numbers to the nearest 10, 100, and 1000 foraddition and subtraction. This includes real world examples up to $100, to the nearest $1 and$10.
Direct Measurement
CCGDescribe, estimate, and use measures of time and money. Read and interpretvarious scales (number lines, graphs, maps).Content StandardsApply direct methods of measurement in U.S. customary and other systems.
ProbabilityCCGGenerate, compare, and analyze data to draw inferences and make predictions, using experimental and theoretical probability.Content StandardsDetermine the probability that an event will occur.BenchmarksUse concepts of probability such as likely, unlikely, and certain.Students will determine probabilities using coins.
Statistics
CCGFormulate hypotheses, design and conduct experiments using appropriate technology, draw conclusions based on data, and communicate results.
Content StandardsCarry out and describe experiments.
BenchmarksCarry out simple experiments and simulations and compare the predicted and actual outcomes.
Interpretation of Data
CCGRead, construct, and interpret displays of data.
Content StandardsCreate charts, tables, and graphs to summarize data.
BenchmarksCollect, organize, display, and describe simple data using charts, tables, bar graphsand line graphs.
Students will interpret data from charts or tables with 5 or fewer entries. Data will be limited to:• whole numbers through 200• whole dollar amounts up to $100
Representations of Mathematical Relationships
CCGRecognize, create, extend, and reproduce patterns and functions to describe problems.
Content StandardsRepresent and describe relationships between two quantities using words, pictures,symbols, and/or manipulatives.
Represent how a change in one quantity can result in a change in another.
BenchmarksRecognize, create, describe and extend numeric patterns.
Students will:• recognize a mathematical relationship in a word problem.• extend and/or generalize patterns to solve word problems.• supply missing addends and factors in equations.• generate monetary relationships with values under $10
Number Theory
CCGApply number theory concepts to represent numbers in various ways and demonstrate relationships among numbers.
BenchmarksUse concepts of place value and grouping in whole number operation.
Students will apply:• place values from hundredths (using money) to thousandths, inclusive.• addition and subtraction of three digit numbers to assess regrouping skills.• the concepts of odd and even numbers.
Computation
CCGRead, write, and order real numbers.
Demonstrate conceptual meanings for addition, subtraction, multiplication, and division.
Select and use appropriate methods and tools for computing with numbers (e.g., mental calculation, paper and pencil, calculator, and computer).
Content StandardsCompute with whole numbers, fractions, decimals, and integers using paper and pencil, calculators, and computers.
BenchmarksCompute with whole numbers, fractions, decimals, and integers using papers andpencil, calculators, and computers.
Students will: • order first through tenth, in numeric (1st) or word form (first).
• add three-digit whole numbers with regrouping.• subtract three-digit whole numbers with regrouping.• multiply single digit whole numbers.• divide two-digit whole numbers by single-digit whole number with no remainder.
SCIENCE
Organisms
Content StandardsDescribe the characteristics, structure, and functions of organisms.BenchmarksDescribe the basic needs of living things.
Diversity/Interdependence
CCGUnderstand the relationships among living things and between living things and their environment.Content StandardsDescribe and analyze adaptations.BenchmarksIdentify how some animals gather and store food and find shelter.
Scientific Inquiry
CCGFormulate and express scientific questions or hypotheses to be investigated.Content StandardsMake observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations.BenchmarksMake observations. Based on these observations, ask questions of form hypotheses, which can be explored through simple investigations.
CCGDesign safe and ethical scientific investigations to address questions or hypotheses.BenchmarksPlan a simple investigation.
CCGConduct procedures to collect, organize, and display scientific data.BenchmarksCollect data from an investigation.
Analyzing and interpreting Results
CCGAnalyze scientific information to develop and present conclusions.Content StandardsAnalyze scientific information to develop and present conclusions.BenchmarksUse the data collected from an investigation to explain the results.
SOCIAL STUDIES
Economics
CCGRecognize that resources are limited.Content StandardsRecognize the economic concept of scarcity.
BenchmarksUnderstand that limited resources make economic choice necessary.
CCGApply economic concepts and principles to issues of personal finance.
Content StandardsDemonstrate the knowledge and skills necessary to make reasoned and responsible financial decisions as a consumer, producer, saver, and investor in a market economy.
BenchmarksIdentify ways of making money to buy a desired product and what it will cost in time and energy for each option.
GLADE UNIT - Grade 2“Weather”
Oregon State Standards
READING
CCGRecognize, pronounce and know the meaning of words in text.
Content StandardsRecognize, pronounce and know the meaning or words in text by using phonics, language structure, contextual clues, and visual clues.
BenchmarksRead accurately by using phonics, language structure, work meaning, and visual cues.
Read orally with natural phrasing, expressive interpretation, flow, and pace.Determine meanings of words using contextual clues and illustrations.Students will:• use context clues to choose the correct meaning for given words on the state assessment.• use knowledge of common words in their compound or plural forms to help determine the meaning of words in the passage.• use illustrations such as pictures, charts, graphs, or diagrams to determine the meaning of
words in the passage.
CCGUse a variety of reading strategies to increase comprehension and learning.
Content StandardsLocate information and clarify meaning by skimming, scanning, close reading
and other reading strategies.
BenchmarksLocate information and clarify meaning by using illustrations, table of contents, glossaries, indexes, heading, graphs, charts, diagrams and/or tables.
Students will:• use tables of contents and indexes to locate specific information.• use information in illustrations, graphs, and diagrams to help understand a reading passage.• use a glossary to locate words to help clarify word meaning.
CCG Increase word knowledge through systematic vocabulary development.
Content StandardsDemonstrate literal comprehension of a variety of printed materials.
BenchmarksRetell, summarize, or identify sequence of events, main ideas, facts, and opinions inliteracy and informative selections.
Students will identify or summarize:• the order of events or a specific event from a sequence of events.• a statement or sentence indicating the main idea of the selection.• directly stated facts; information from charts/graphs; names of characters, places, or things in the selection; special circumstances relevant to the story.• directly stated opinions.
CCGDemonstrate inferential comprehension of a variety of printed materials.
Benchmarksidentify cause and effect relationships and make simple predictions.
Students will:• identify implicit cause and effect relationships.• predict probable future outcomes or actions.• infer the main idea of a selection when it is not explicitly stated.• identify unstated reasons for actions based on explicitly stated information in the passage.
CCGDemonstrate evaluative comprehension of a variety or printed materials.
Connect reading selections to other texts, experiences, issues, and events.Read for enjoyment and information.
BenchmarksAnalyze and evaluate information and form conclusions.
Students will draw conclusions about:• author’s motivation or purpose.• whether portions of the text are facts or opinions.• identify which definition of a literary form fits the passage read.
LITERATURE
CCGRead a variety of literary forms of varying complexity from a variety of cultures and time periods.
Content StandardsRead a variety of selections and recognize distinguishing characteristics of various literary forms.
BenchmarksStudents will:
• identify a story poem, play, or a nonfiction selection.• identify which definition of a literary from fits the passage read.• identifies characteristics of a given form.
CCGEvaluate how the form f a literary work and the use of literary elements and devices (setting, plot, theme, character, word choice, point of view, tone, language) contribute to the wok’s message and impact. Analyze the development and treatment of themes in a literary work.
Content StandardsAnalyze the author’s ideas, techniques and methods and make supported interpretations of the selection.
BenchmarksIdentify character, plot, and setting in a literary selection.
Students will:• identify main and supporting characters.• identify events important to the development of the plot.• identify setting, including place and time period of a story.• differentiate among the literary elements of plot, character, and setting.
WRITING
CCGCommunicate knowledge of the topic, including relevant examples, facts, anecdotes and details appropriate to topic, audience and purpose.
Content StandardsCommunicate knowledge of the topic, including relevant examples, facts, anecdotes and details.
Benchmarks
Convey main ideas with some details.Students will:• include an identifiable purpose and main idea in their writing.• use some supporting details.
CCGStructure information in clear sequence, making connections and transitions among ideas, sentences and paragraphs.
BenchmarksStructure writing by developing a beginning, middle and end supported by sometransitions.
Students will:• develop an identifiable beginning, middle, and end.• sequence events.• use some transitions.
CCGExpress ideas in an engaging and credible way appropriate to audience and purpose.
CCGDevelop flow and rhythm of sentences.
Content StandardsUse varied sentence structures and lengths to enhance flow, rhythm, and meaning in writing.
CCGDemonstrate knowledge of spelling, grammar, punctuation, capitalization, paragraphing, and citing sources.
Content StandardsUse correct spelling, grammar, punctuation, capitalization, paragraph structure, sentence construction, and other writing conventions.
BenchmarksDemonstrate some control of correct spelling, grammar, punctuation, and capitalization.
Students will:• correctly spell words appropriate to benchmark level.• limit use of phonetic spelling to uncommon or difficult words.• use correct subject-verb agreement in simple sentences.• use correct end of sentence punctuation.• correct place commas in dates and in a series.• correctly capitalize sentence beginnings, proper nouns, titles, and the pronoun “I.”
CCGUse a variety of modes in appropriate context.
Use a variety of written forms to express ideas appropriate to audience and purpose.
Use multi-step writing process to express ideas.Reflect upon and evaluate own writing.
Content StandardsUse a variety of modes and written forms to express ideas.
COMMUNICATION
CCGDemonstrate control of eye contact and speaking rate.
Content StandardsUse eye contact, speaking rate to communicate ideas effectively when speaking.
BenchmarksDemonstrate some control of eye contact and speak at an appropriate rate and volume.
MATHEMATICS
Units and Tools
CCGDetermine and use appropriate standard and nonstandard units and tools of measurement to measure.
Content StandardsDetermine appropriate units, tools, and techniques to measure.
BenchmarksSelect the appropriate units and tools to measure volume and temperature.
Students will choose the most appropriate tool and unit of measurement for common, everyday objects including:• length• volume (capacity)• temperature-degrees Fahrenheit, degrees Celsius.
Direct Measurement
CCGDescribe, estimate, and use measures of length, temperature and capacity.
Read and interpret various scales (number lines, graphs, maps).
Content StandardsApply direct methods of measurement in metric and U.S. customary.
BenchmarksMeasure length and temperature using standard and nonstandard units of measurement.
Students will measure in:• length• temperature
Indirect Measurement
CCGMeasure quantities indirectly.
Content StandardsApply indirect methods of measurement (estimates).
BenchmarksEstimate measurements of length (and temperature)
Probability
CCGGenerate, compare, and analyze date to draw inferences and make predictions, using experimental and theoretical probability.
Content StandardsDetermine the probability that an event will occur.
BenchmarksUse concepts of probability such as likely, unlikely, and certain.Students will determine probabilities using daily happenings such as a chance of rain.
Statistics
CCG Formulate hypotheses, design and conduct experiments using appropriate
technology, draw conclusions based on data, and communicate results.
Content StandardsCarry out and describe experiments.
BenchmarksCarry out simple experiments and simulations and compare the predicted and actual outcomes.
Interpretation of Data
CCGRead, construct, and interpret displays of data.
Content StandardsCreate charts, tables, and graphs to summarize data.
BenchmarksCollect, organize, display, and describe simple data using charts, tables, bar graphs, and line graphs.
SCIENCE
CCGUnderstand structure and properties of matter.
Content StandardsUnderstand structure and properties of matter.
BenchmarksDescribe objects according to their physical properties.
CCGUnderstand chemical and physical changes.
Content StandardsDescribe and analyze chemical and physical changes.
BenchmarksDescribe changes that occur in matter.
CCGUnderstand fundamental forces, their forms, and their effects on motion.
Content StandardsDescribe fundamental forces and the motions resulting from them.
BenchmarksDescribe an object’s position and how to affect its movement.
Diversity/Interdependence
CCGUnderstand the relationships among living things and between living things and their environment.
Content StandardsExplain and analyze the interdependence of organisms in their natural environment.
BenchmarksDescribe a habitat and the organisms that live there.
The Dynamic Earth
CCGUnderstand changes occurring within the atmosphere of the Earth.
Content StandardsExplain and analyze changes occurring within the atmosphere.
BenchmarksIdentify daily and seasonal weather changes.
Scientific Inquiry
CCGFormulate and express scientific questions or hypotheses to be investigated.
Content StandardsMake observations. Formulate and express scientific questions or hypotheses to be investigated based on the observations.
BenchmarksMake observations. Based on these observations, ask questions of form hypotheses, which can be explored through simple investigations.
CCGDesign safe and ethical scientific investigations to address questions or hypotheses.
BenchmarksPlan a simple investigation.
CCGConduct procedures to collect data.
BenchmarksCollect data from an investigation.
Analyzing and Interpreting Results
CCGAnalyze scientific information to develop and present conclusions.
Content StandardsAnalyze scientific information to develop and present conclusions.
BenchmarksUse the data collected from an investigation to explain the results.
SOCIAL STUDIES
Geography
CCGUse maps and other geographic tools and technologies to acquire, process, and report information from a spacial perspective.
Content StandardsLocate places and understand and use geographic information or relationships by reading, interpreting, and preparing maps and geographic representations.
BenchmarksUnderstand the purpose of maps, globes and other geographic tools.
CCGUnderstand how people and the environment are interrelated.
BenchmarksUnderstand how peoples’ lives ar affected by the environment.
History
CCGInterpret and reconstruct chronological relationships.
Content StandardsUnderstand and represent chronological relationships in history.
BenchmarksUnderstand calendar time sequences and chronological sequences within narratives.
Project GLAD - Beaverton School DistrictWeather
Sample Daily Lesson PlanDay 1FOCUS/MOTIVATION
• Meteorologist Awards - reinforcements• Big Book - What is the Weather?• Observation Charts• Inquiry Chart• ABC Chart• Realia
INPUT• Meteorologist Input Chart• 10/2• Realia
GUIDED ORAL PRACTICE• T-Graph for Cooperation• Picture File Card Activity• Meteorologist Boogaloo• I Can Spell Chant• Team Tasks
READING/WRITING• Learning Log• Home School Connection• ABC Chart• Read aloud
CLOSURE• Process Charts• Home School Connection
Day 2FOCUS/MOTIVATION
• Signal Word - Cognitive Dictionary• Process HSC• Review Meteorologist Boogaloo - highlight key words• Review Meteorologist Input Chart - use pictures and words• Revisit Big Book
INPUT• Narrative Input• Water Cycle/ Clouds Input
GUIDED ORAL PRACTICE• Chant - Wind Here, Wind There• Process Grid• Expert Groups• Team Tasks• Interactive Journals
READING/WRITING• Flexible Reading Group• Chants
• Interactive Journals• Writer’s Workshop
CLOSURE• Interactive Journals
Day 3FOCUS/MOTIVATION
• Review Chant• Signal Word - Cognitive Dictionary• Interactive Journals• Review Water cycle/ Cloud Input
INPUT• Model Story Map
GUIDED ORAL PRACTICE• Chants - “Here, There” and “Spelling Chant”• Sentence Patterning Chart• Team Tasks
READING/WRITING• Interactive Journals• Cooperative Strip Paragraph• Flexible Reading Group• Expert Group Reading• Chants
CLOSURE• “Spelling Chant” to line up
Day 4FOCUS/MOTIVATION
• Review Chant• Signal Word• Review Narrative Input
INPUT• Model Mind Map• Flip and Rip Organizer
GUIDED ORAL PRACTICE• Team Tasks• Reflection of Team Tasks
READING/WRITING• Ear to Ear Reading of Poetry Books• Writer’s Workshop• Team Tasks• Flexible Group Reading• Chants
CLOSURE• Process all Charts• Reflect on Unit
What is the Weather?Big Book text- Skia 48
What is the weather, tell me, what is the weather?The weather is the activity in the air of the troposphere, the layer of air closest to the Earth. All of the weather - rain, snow, thunder and lightning, wind, clouds, and temperature changes are created in the air of the troposphere. Six miles above the Earth there is not much weather because there is not much air.That’s what the weather is - YES -that’s what the weather is.
Where is the rain before it falls, tell me, where is the rain before it falls?It’s in the clouds!Rain forms there when warm, moist air, called water vapor, rises from the ground. This process is called evaporation. As the vapor rises, it cools and forms tiny water droplets. This process is called condensation. The drops join together around a tiny bit of dust to become raindrops. When they get too heavy, they fall as rain.That’s where the rain is before it falls- YES- that’s where the rain is before it falls.
What is snow made of, tell me, what is snow made of?Snow is made of crystals of ice. Water vapor, or wet air in clouds, freezes into ice crystals. If it is cold enough, the crystals will fall as soft, white flakes we call snow. Every snowflake has six sides, but you’ll never find two that are exactly alike! Like every raindrop, each snow crystal forms around a tiny bit of dust. That’s what snow is made of- BRRRR - that’s what snow is made of.
Why do clouds have different shapes and colors, tell me, why do clouds have different shapes and colors?Clouds form in different ways. Cumulus clouds form when warm moist air rises quickly from the ground and is cooled fast. They are white and fluffy. Cirrus clouds form so high in the sky that they contain only ice crystals. They are light and wispy. Stratus clouds form low in the sky and are gray and flat. They may produce drizzle.
That’s why clouds have different shapes and colors- YES- that’s why clouds have different shapes and colors.
What is wind, tell me, what is wind?Wind is moving air. Air rises when it is warm. Then air from other places moves over the land or sea to replace the rising air. This air movement creates wind. Winds blows in all directions, but it always blows from cold areas to warm areas. Wind can be helpful, but when it gets too strong it can be dangerous.That’s what wind is --WOOOSH!---that’s what wind is!What are thunder and lightning, tell me, what are thunder and lightning?Thunder and lightning are the sounds and sights of an electrical storm. Strong movement inside a thundercloud throws the crystals and water drops around and smashes them together. This strong movement fills the crystals and water drops with electricity, which shoots through the cloud or flashes to the ground as lightning. The air is so hot it pops like a bursting balloon, making thunder.That’s what thunder and lightning are---BOOM!--that’s what thunder and lightning are.
Why does the temperature keep changing , tell me, why does the temperature keep changing?The sun heats the Earth unevenly. When our part of the Earth is tilted toward the sun, we get more heat and it is summer. When our part of the Earth tilts away from the sun, we get less heat and it is winter. Air also makes the temperature change. When air moves from where it is cold to where it is warm, the moving air creates winds that make the weather change.That’s why the temperature keeps changing - YES - that’s why the temperature keeps changing.
Meteorologist Input Chart
What is a meteorologist?• person who studies the weather• uses lots of tools and technology to collect information to help
predict the weather= forecast to help us make decisions~ what to wear, how to drive, find out if your game is canceled, or if there is going to be a big storm
• way above the earth, satellites orbit and beam back weather patterns
• Doppler Radar shoots out beams into clouds that bounce back to antennas, which are shown on computers- this tracks storms
• planes (that can fly directly into storms) and weather balloons (the long tails have radiosondes that transmit info back) are sent into the sky every day to take measurements of the temp, wind speeds, humidity and air pressure
• weather stations in almost every country of the world share information
Wind• Anemometer measures Wind speedweather vane, or wind sock shows the direction of the wind
Precipitation• A rain gauge measures how much rain falls in inches
* pine cones tells us rain is on the way because they close up!• snow is measured by poles measured off in feet and inches
Temperature• is measured by a thermometer
Lightning• a lightning bolt lasts only 1/10 of a second, but it has enough power to light up all of
New York City• lightning ignites half of all US forest fires• 100 lightning strikes Earth every second Empire State Bldg in NYC struck by
lightning 23X/year• To find out how many miles away lightning is, after you see it, count the
seconds- 1-Mississippi, 2-Mississippi, 3-Mississipi-until you hear the thunder. Divide the total by 5Air Pressure• measured by a barometer
• when air pressure rises, there will be fair weather• when air pressure falls, stormy weather is on the way
Hygrometer• measures the amount of moisture in the air (warm air holds more water than cold)
Day 2 Processing• Worst hurricane in US- 1900 Galveston, TX
- killed between 8,000-12,000 people- in 1969 hurricane Camille had 200 mph wind speeds, a
category 5 storm, killed 256 and caused $1.4 billion dollars in damages
• 1999 super cell tornado had 318 mph winds- Tornado alley in Kansas/Tx- i mile wide
• snowiest- one month’s snowfall in Tamarack, CA= 390 inches• wettest- one month’s rainfall in Kukui, Hawaii= 460 inches• worst flood- 1889 Jonestown, PA dam burst 2,209 died• worst drought- Fall 95-Summer 96 Tx/OK $40 billion in damages• worst hailstorm- (2.25 lb hail in Bangladesh. 92 killed! 1986)
-in USA 1970 17.5 inches, Kansas- biggest hailstone 2 lbs. 17” around- bigger than a softball
• hottest- Death Valley, CA 134 degrees Fahrenheit• coldest- Prospect Creek Camp, Alaska -80 degrees Fahrenheit
Narrative InputAdapted from: Letters From Felix, A Little Rabbit on a World Tour,
by Ingrid Huber
Felix pictures copied onto weather picturesFont: Skia Size: 27
Dear Sophie,
Oh, Sophie, Sophie... I got lost in the airport, but please don’t worry about me! I got in the wrong line and boarded an airplane and it flew away from Portland! In fact, we flew through a terrible lightning storm.
Sophie, you should have seen it, there was chain lightning shooting from the clouds to the ground in crooked lines. The main bolts broke into smaller bolts!I got really scared when the lightning heated the air and created thunder. I almost fell off the plane. This is really too dangerous - you know lightning is made from electricity!
I’ll Write Again,Your Pal Felix
Dear Sophie,
Phew! I made it through the terrible thunder and lightning storm and all the way to Paris, France. You won’t believe it - they were having a hailstorm when we landed! Strong winds had carried water drops up to the top of the clouds where it is very cold. The water drops froze into little balls of ice, which got bigger as the wind blew them up and down inside the clouds. They must have gotten really heavy because they fell from the clouds as hailstones.
Mon nouvel ami, Jacques, is holding the hailstones in his hands so you can see them up close. The hail has made the ground quite slippery, but I am determined to get to the Eiffel Tower before I hop on the next plane.
A Bientot,Felix
Dear Sophie,
Here I am in London, England! I was trying to get home, but London is so close to Paris I couldn’t resist a look. The weather here is like Portland, it won’t stop raining! The sky is gray and there is either mist, when it FEELS wet, but the drops of water in the air are too small to see, or it just plain rains.
I learned from the palace guard that rain is part of the water cycle. Water evaporates, rises in the air and condenses to make clouds. Then the rain falls from the clouds and the whole thing happens all over again.
I miss you,Felix
Dear Sophie,
Since Scotland is practically right next to England I couldn’t resist treating myself to a round of golf. Sophie, it took me forever to play because the fog on the golf course made it tricky to find my ball. I lost 10 balls!
My golf partner told me that fog is a cloud that forms close to the ground when the ground is cold. When the air is warmed by the sun, the fog lifts, or goes away. Well, the sun must have been behind heavy clouds, because the fog didn’t lift all morning.
I bet my plane won’t take off until the fog lifts. The pilot won’t be able to see! I’m off to look for better weather.
Yours truly,Felix
Dear Sophie,
It’s flooding in India! If I had my rain gauge it would be overflowing. Did you know that in India they go months without rain and everything
becomes hot and dusty? After many dry months the rain comes and falls heavily for the next several months. The rivers and lakes cannot hold all the water, so it floods. Fast-flowing floodwater can be dangerous and sweep away anything in its path.
The cycle of dry and wet weather happens at the same time every year in India. Even though it’s flooding, the people here are happy now because they can use the rainwater to grow their food.
Deep in water,Felix
Dear Sophie,
What a nice change...I’m in the Sahara Desert! No rain, no hail, no fog, no floods, just sand and hot sun. Did you know this is the sunniest place on earth? The sun shines for 4300 hours a year. That’s about 12 hours a day!
It’s so hot here in Egypt that when the men ride camels they cover themselves with loose white clothing to reflect the heat and protect themselves from the sun. What is really unbelievable is that the nights here can be freezing. Since there are no clouds to hold in the heat, the heat escapes back into the atmosphere after the sun goes down.
Ooops, my camel’s off again.
Gotta run,Felix
Dear Sophie,
I made it out of Antarctica, but I landed in a blizzard not too far away in Bariloche, Argentina. They say it’s like Switzerland here. Imagine, Switzerland in South America.
I’m sitting on a rock watching the blowing snow. It’s actually blinding me, and when that happens it’s called a whiteout. It’s hard to see more than a quarter of a mile ahead! The temperature, as in all blizzards, is below 20º Fahrenheit.
Did you know blizzards occur after a few days of unusually warm weather in the winter? They form when a very cold air mass meets a warm air mass that is rising up over the land. They can be fierce winter storms.
I think I better leave while I can still make it out.
Hasta la vista,Felix
Dear Sophie,
I miss you and I’m coming home! Even though I’m back in the United States, Florida is not the place to be right now. It’s hurricane season. This hurricane is a huge, swirling storm that formed over the ocean and moved to shore with drenching rains and powerful winds.
I’m in the eye of the hurricane right now. It is the calm area in the center and can be up to 20 miles across. The winds spinning around the eye are blowing at about 150 miles an hour! Can you see why I’m scared? No one is around, they’ve all gone for cover. I’ve GOT to get out of here!
Help!Felix
Sophie, Sophie,
I’ll be landing in Portland as soon as we clear these cumulus clouds. Don’t worry, they’re not the big dark cumulus clouds that bring thunder and heavy rain. They’re the beautiful “heaps” that have flat bottoms and puffy tops! They’re my favorite cloud to see in Portland’s sky because they mean good weather.
After the hurricane, flood, blizzard, hail, rain and fog I’ve seen on my journey, I think I’m due for some good, calm, sunny weather.
Pick me up at the front door of the airport...oops, I’ve got to buckle up, we’re landing...yippee, I’m home!
Love,Felix
Weather Process Grid
Causes Measurement/ Effects on Variations/ ToolsLiving Things Extremes
Wind
Clouds
Precipitation
Temperature
Lightning &Thunder
WindExpert Group
Wind is moving air. When warm air moves up and cool air replaces it you have wind! People understand how the weather may change by watching the way the wind blows.
A weather vane shows which way the wind is blowing. A windsock also shows wind direction. It fills up with air and turns with the wind.
Scientists use an anemometer to measure how fast the wind is blowing.
Wind helps boats sail and kites fly.
Strong winds can make large waves in the ocean and can be dangerous to boats.
Sometimes tree branches break when the wind is strong.
Hurricanes and tornadoes are really strong windstorms that can cause a great deal of damage.
CloudsExpert Group
Clouds are made up of billions of tiny droplets of water or ice.
Clouds are formed when warm air rises or warm air meets cold air.
There are three main types of clouds. Cirrus clouds are the highest in the sky and are usually made of ice crystals.
Cumulus clouds that are white and puffy mean good weather. Sometimes they are big and dark and bring thunder and rain. The name cumulus means “heap.”
Stratus clouds are gray and flat. They form low and cover most of the sky.
Clouds carry rain and snow. Wind pushes them across the sky and they carry water to places all over the world.
PrecipitationExpert Group
Rain is precipitation. Precipitation is any kind of water that falls from the clouds. Snow is precipitation, too. Snow falls when tiny raindrops turn into ice. Hailstones are made when the water in clouds freezes into little balls of ice. When they become heavy, they fall to the ground.
Floods happen when too much rain falls. Floods drown plants and hurt buildings. Droughts happen when too little rain falls. Rivers and lakes dry up and soil becomes hard. Plants and animals can die without water.
Rain is measured with a rain gauge. It looks like an open tin can with a funnel inside. The funnel leads to a tube to hold the rain. Snow is measured with a snowstick. It is just like a ruler. It measures the depth of the snow.
TemperatureExpert Group
The temperature changes when the sun warms the Earth and some of the heat bounces back into the air.
The sun warms some parts of the Earth more than others. When our part of the Earth is slanted toward the sun we get more heat and the temperature is warmer. It is summer. People and animals try to stay cool.
When our part of the Earth tilts away from the sun we get less heat. It is cooler. It is winter. Animals’ fur grows thicker and people wear warm clothing.
The sun’s rays are very strong and shine directly at the Equator, halfway between the North Pole and the South Pole. It is very hot.
The sun’s rays are spread out over a large area when they strike the North Pole and the South Pole. It is very cold.
We measure the temperature with a thermometer. We can watch the weather report to see what the temperature will be each day!
Thunder and LightningExpert Group
Lightning is a very bright flash of light in the sky. It is created when strong movement inside a thundercloud smashes the water drops and crystals together to create electricity.
Clouds get rid of this electricity by shooting lightning to the ground or to another cloud.
Lines of lightning are called bolts. They are about one inch around and can be six to ten miles long.Chain lightning shoots from a cloud to the ground in a crooked line. Sometimes the bolt breaks into many bolts.
Lightning is very hot. It makes the air around it hot, too. Thunder is the sound of lightning heating the air.
People usually see lightning first, then they hear thunder. The light and sound really happen at the same time, but the light travels faster than the sound.
METEOROLOGIST BOOGALOOby Marcos Rodríguez
I’m a meteorologist and I’m here to say,I study the weather everyday.
Sometimes I check the radar, for pictures that I took,But mostly I go out and take a look.
Rain, snow, and skies so blueprecipitation, condensation, Boogaloo!
I watch the weather from morning ‘til night,I check the temperature using fahrenheit.
I help families plan what they will do,and let them know if they can barbecue.
Rain, snow and skies so blue,precipitation, condensation, Boogaloo!
If there is fog, the planes can’t land,Farmers need the rain for their farmland,
Sun for the swimmers and snow for us to ski,I will tell you what the weather’s gonna be!
Rain, snow and skies so blue,precipitation, condensation, Boogaloo!
I Can Spellby Karen Harger
I can spell rain, r-a-i-n,I can spell hail, h-a-i-l,
I can spell snow, s-n-o-w,But I can’t spell meteorologist.
I can spell cloud, c-l-o-u-d,I can spell wind, w-i-n-d,
I can spell storm, s-t-o-r-m,But I can’t spell meteorologist.
I can spell cold, c-o-l-d,I can spell warm, w-a-r-m,
I can spell hot, h-o-t,But I can’t spell meteorologist.
Yes, I can! Yes, I can!Mete-oro-log-ist, METEOROLOGIST!
Wind Here, Wind Thereby Karen Harger
Wind here, wind there,Wind blowing everywhere!
Blowing water making waves,Gusting wind forming dust,Breezing wind lifting birds,
Whistling wind creating power.
Wind here, wind there,Wind blowing everywhere!
Dust in the wind carving rock,Scents in the wind warning animals,Seeds in the wind spreading plants,
Sails in the wind moving me!
Wind here, wind there,Wind blowing everywhere!
Whoosh! Whoosh! Whoosh!
Water Cycle Yes, Ma’amby Marcos Rodríguez
Is this precipitation? Yes, Ma’am.Is this precipitation? Yes, Ma’am.
How do you know? It feels wet on my skin.How do you know? It falls from the clouds
Give me some examples. Snow and rain.Give me some examples. Hail and sleet.
Is this evaporation? Yes, Ma’am.is this evaporation? Yes, Ma’am.
How do you know? Water disappears into the air.How do you know? Drops are no longer there.
Give me some examples. Mist and Water Vapor.Give me some examples. Steam and humidity.
Is this condensation? Yes, Ma’am.is this condensation? Yes, Ma’am.
How do you know? It forms a cloud.How do you know? Water begins to form again.
Give me some examples. Clouds and fog.Give me some examples. Dew and Frost.
Is this radiation? Yes, Ma’am.Is this radiation? Yes, Ma’am.
How do you know? The sun heats up the land.How do you know? Water is warmed up too.
Give me some examples. Water boiling on the stove.Give me some examples. Ocean water warming.
WEATHER CADENCEby Marcos Rodríguez
Windy days can be foretold,When warm air is replaced by cold,
Wind can move a windmill too,And spread the flower seeds that’s true.
Windy - WindyWeather - Weather
Windy Weather affects me!
Rain is caused when clouds get full,the water falls and makes big pools.
Rain can give us water to drink,It helps flowers be pretty, I think.
Rainy - RainyWeather - Weather
Rainy weather affects me!
On real hot days the sun shines bright,Some animals hide out of sight,
On cold days the sun doesn’t radiate.and some animals will hibernate.
Hot - HotCold - Cold
The temperature affects me!
Water condenses to form a cloud,Sometimes thunder can be real loud.
Cirrus, stratus, cumulus too,cloudy days make me feel so blue.
Cloudy - CloudyWeather - Weather
Cloudy weather affects me!
The Weather Forecast Rapby Cynthia Norcross
What does the weather forecast tell me?Sunny clear skies with 90 degree heat,
means summer fruit is ripe to eat!
What does the weather forecast tell me?A couple of showers turning to rain,
plants are green through my windowpane.
What does the weather forecast tell me/Lightning streaks across the night,
Thunder makes me shake with fright!
What does the weather forecast tell me?Cumulus clouds, no rain in sight,
but very high winds-I’ll get my kite!
What does the weather forecast tell meSunbreaks with showers- Oh! I know!There’s a chance to see a rainbow!
What does the weather forecast tell me?Snow, frost, ice and sleet,
Winter boots upon my feet.
What does the weather forecast tell me?Snow and ice are on the way,
Yeah! There’s a 2-hour school delay!
That’s what the weather forecast tells me!
The Water Cycle Rap
Water travels in a cycle, yes it does,Water travels in a cycle, yes it does,
It goes up as evaporation,Forms clouds as condensation,
Then comes down as precipitation, yes it does!
Home/School Connection
Day 1Name/Nombre
Talk with a family member or grown-up friend and ask them about an extreme weather event that they were involved in or remember from their past. Draw a picture of what that might have been like.
Habla con un familiar o un amigo mayor y pregúntale sobre un evento climático de extrema magnitud que viveste o que recuerdas de tu pasado. Haz un dibujo que muestra como hubiera sido esa situación.
Home/School Connection
Day 2Name/Nombre
At school, we have a plan for extreme weather like snow, tornadoes and even earthquakes. Discuss a plan for your home. What things would you need in order to be sure that your family is safe? Where would you go? Draw a picture of your plan and label it.
En la escuela nosotros tenemos un plan para situaciónes climaticas extremas como la nieve, tornados y aún temblores. Discute un plan para tú casa. ¿Cuáles cosas necesitarías para asegurar que tú familia este segura? ¿Adónde irías? Haz un dibujo y rotúlalo.
Home/School Connection Day 3
Name/NombreWeather affects people differently. Draw and label a picture of how it makes you feel when it is...El estado del tiempo afecta a la gente de maneras diferentes. Haz un dibujo y describe como te hace sentir cuando está...
Sunny/soleado Rainy/lluvioso
windy/ventoso snowy/nevado
