TWS 2

Long Range Plan

Allison Taylor Lawrence

3rd Nine Weeks (Weather)

1) 2-3.1 Moving Air
Students learn the meaning of wind and its importance in the
environment and the effect it can have on the environment. Students
learn that wind is measured in MPH. Every morning students look up
the weather report and tell me how fast the wind is expected to blow in
miles per hour. Students learn vocabulary words that go along with the
wind objective such as; Wind direction, Wind speed, Anemometer, and
Wind Vane.
2) 2-3.2 Terminology
Student will be able to recognize each of the following
vocabulary word in their environment as well as tell the definition of
each.
Wind
Temperature
Wind direction
Wind speed
Precipitation
Rain
Sleet
Snow
Hail
Spring
Summer
Fall
Winter
Thermometer
Rain gauge
Wind vane
Beaufort scale
Meteorologist
Weather Pictures
Thunderstorms
Tornadoes
Hurricanes

Students will learn the meanings of each of these words. They will work
with hands-on manipulative to explore and investigate how these
science tools and terms are used in our environment to predict and
determine our weather. Many of these tools students will make so that
we can record the data their science tablets. Each week we will have a
review and a quiz, so that students will not be overwhelmed and will be
able to pace theyre studying.
3) 2-3.3 Illustrate weather conditions of different seasons
Students will be given worksheets that ask them to display
different weather conditions. Once they have mastered understanding
what particularly weather conditions look like they will be asked to
make their favorite season windowpane. I will also incorporate lots of
stories with photos so that students will hear about the conditions
associated with each season, as well as, visually see the differences.
4) 2-3.4 Measure and Record Weather
Each student will be given a calendar, weather symbols, and
Beaufort scale. Every morning after the class has finished going over
the calendar in Circle Time, they will move to the carpet in front of the
Smart Board. They will have to determine the weather (sunny, partly
cloudy, rainy, and snowy) by placing a marker on their correct picture.
After they have determined the correct weather of the day they are
asked to predict the temperature of the day, then we check on a local
weather website. That number is then recorded on the SB. Students
pull up or down on a thermometer gage to move the mercury to the
correct temperature. While we are predicting the temperature we will
also predict the wind speed. That data is then collected and recorded
on the Smart Board. Students then return to their desks and record the
weather (using their symbols) on their own calendar in their Science
tablets. Once the class is finished the helper of the day opens the
window and he or she and the partner of their choice places the flag
outside of the window and tells the class the Beaufort scale number.
We record this data in our science notebooks. This is done everyday.
We will also over the course of the nine weeks measure, collect, and
record data using a rain gauge that they will make themselves.
5) 2-3.5 Identify Safety Precautions
The class and I will go over safety precautions for different
weather drills, such as, tornado drill, thunderstorms, and hurricanes.
We will practice the drill in our classroom and then discuss what they
would do if they were home. Students will also create their own
weather safety precautions broadcasting report in groups.

My Unit is placed:

My unit consists of all the objectives taught in the 3rd nine weeks.
This unit is called the weather unit. I will began teaching this unit on
January 26th 2015 and will teach for 5 weeks ending on February 26th.
Ms. Hawthorne and I have agreed that we will teach 4 weeks of Science
and then 4 weeks of Social Studies, so beginning of March I will begin
teaching Social Studies.

SC State Standards:
Week 1:
Day 1: Indicator 2.3.1: Explain the effects of moving air as it
interacts with objects.
Day 2: Indicator 2-3.2: Recall weather terminology (including
temperature, wind direction, wind speed and precipitation as rain,
snow, sleet, and hail).
Day 3: Indicator 2-3.2: Recall weather terminology (including
temperature, wind direction, wind speed, and precipitation as rain,
snow, and hail.)
Day 4: Indicator 2-3.4 Carry out procedures to measure and
record daily weather conditions (including temperature, precipitation
amounts, wind speed as measured on the Beaufort scale, and wind
direction as measured with a windsock or wind vane.)
Day 5: Review
Week 2:
Day 6: Indicator 2-3.2: Recall weather terminology (including
temperature, wind direction, wind speed, and precipitation as rain,
snow, sleet and hail.)
Day 7: Indicator 2-3.2: Recall weather terminology (including
temperature, wind direction, wind speed, and precipitation as rain,
snow, sleet hail.)
Day 8: Indicator 2-3.2: Recall weather terminology (including
temperature, wind direction, wind speed, and precipitation as rain,
snow, sleet and hail)

Day 9: Indicator 2-3.4: Carry out procedures to measure and

record daily weather conditions (including temperature, precipitation
amounts, wind speed as measured on the Beaufort scale, and wind
direction as measured with a windsock or wind vane.)
Day 10: quiz
Week 3:
Day 11-15: Indicator 2-3.3: illustrate the weather conditions of different
seasons.
Week 4:
Day 16: Indicator 2-3.5 Use Pictorial Weather symbols to record
observable sky conditions.
Day 17: Indicator 2-3.5 Use Pictorial Weather symbols to record
observable sky conditions.
Day 18-20: Indicator 2-3.6: Identify safety precautions that one should
take during severe weather conditions.
Week 5
Day 21: Review and Pre-test
Day 22: Test