The Unit Plan Paper

Exploring Weather
Lea Fuscaldo and Emily Danta

Cooperating Teacher: Mrs. Estrada
Professors: Dr. Pan, Professor Heddy, Professor Johnson
2nd Grade Bilingual
Students: 42 (2 classes that switch classes for different subjects)
Carroll Robbins Elementary School, Trenton, NJ
Spring Semester 2015
Lesson 1 for April 23rd: What is weather?

Lesson Essential Question: What are weather patterns and how do they affect how we live?
Standards:
CCSS.ELA-LITERACY.L.2.4.E
Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the
meaning of words and phrases.
CCSS.ELA-LITERACY.L.2.5.A
Identify real-life connections between words and their use (e.g., describe foods that are spicy or
juicy).
Learning Objectives
Recognize patterns in weather by review key vocabulary needed in this
Assessment
Paired review
chapter
activity
Materials:
Workbook page 67
Teacher manual page 169-172
Flash cards
Pens/markers
Lesson Description and Rationale:

This lesson is to introduce the unit on weather. It is focused on accessing prior knowledge
and helping students prepare to learn about weather.
Hook and Lesson Beginning:
Ask students what they know about weather and what vocabulary words they know
related to weather. Ask the students to impress me with their knowledge if they can.
Prior Knowledge:
Basic knowledge of the water cycle
What is a pattern
Instructional Plan:
What is a pattern? Allow students to give examples of patterns they are aware of.
Write several weather words on the board
What do all of these words have in common?
Is the weather the same every day?
How does weather change?
(workbook page 67) Turn to page 170-171 and review the vocabulary we will need for
this unit.
Give the students time to look over.
Go over each words definition.
Complete the vocabulary cards, cut them out, and place into a bag.
Closure:
Students will work in pairs or groups of three to review flash cards and work together to
learn and remember the new vocabulary words for the unit until the end of the period.
Differentiation:
Pair low-level students with higher-level students and use Spanish where necessary to
explain to students that do not understand.
Lesson 2 for April 24th: Water collection and meteorology

Lesson Essential Question: How do we predict how much precipitation there will be throughout
the year?
Standards:
CCSS.ELA-LITERACY.SL.2.1.C
Ask for clarification and further explanation as needed about the topics and texts under
discussion.
Learning Objectives
Use scientific processes including hypothesis, making inferences, and
Assessment
Creation of
recording and communicating data when exploring the natural world
collection
through lab experiments.

Materials:
Water bottles
Markers
Stickers
Paper
Glue
Duct tape
receptacles

This lesson is to teach students about water collection to show how the very basics of
meteorology work. It will teach students how to collect water and use the scientific method to
make hypothesis and predictions in an experiment.
Start by asking students if they know how we could measure how much rain falls in about
a week of time. How do scientists do it? How can we do it? Is there a way that we can create
water collectors for all of the students to test?
Prior Knowledge:
Weather patterns
Instructional Plan:
Discuss with students about water collection and prediction for rainfall every year
Suggest using water bottles so students can each test their own water collection and
scientific experiment
Walk the students through the creation of this water bottle rain collectors
o Decorate and label all the bottles with student names
Explain to the students that we will collect whatever precipitation falls in the
following week
Allow the students to take the measurement tool home with a lab sheet to fill out
for homework.
Closure:
Students will label their bottles with their name and store them in their backpacks before
preparing for the next class or lesson. Pass out log sheets. Remind students that they have to
bring the bottles back to class on the 29th.
Differentiation:
Pair low-level students with higher-level students and use Spanish where necessary to explain to
students that do not understand.
Lesson 3 for April 27th: Weather conditions over time
Lesson Essential Question: What kinds of weather patterns and conditions happen over long
periods and how do they affect the earth?
Standards:
CCSS.ELA-LITERACY.SL.2.1.B
Build on others' talk in conversations by linking their comments to the remarks of others.
discussion.
Learning Objectives
Students will learn about long duration
Assessment
Discussion about weather patterns and how
weather patterns and their effects on the earth
humans may be interfering with them
Materials:
http://video.nationalgeographic.com/video/101-videos/global-warming-101

This lesson will be connected to earth day by teaching students about long-term weather
conditions and patterns with a main focus on global warming. Students will learn about what
global warming is as well as how humans may be affecting it and what consequences there may
be because of this.
I will ask the students what kind of long-term weather patterns they can think of. What
kinds of weather can last for years and years? Do you think humans can affect the weather
patterns of the earth?
Prior Knowledge:
Weather patterns
How scientist research weather in patterns
Instructional Plan:
Students will watch the video about global warming after the lesson beginning and
questions.
Throughout the video there will be pauses for student questions and explanations by the
teacher such as:
o When there are words used the children dont understand of need clarification for
example, radiation, greenhouse gas, fossil fuel
After the video has finished students will discuss whether they think humans are
causing increased global warming and what we can do to help live greener
Students will discuss projects ideas for ways to help live greener that the class can
do together (Part of showcase learning)
Closure:
Students will vote on one suggested project from the class to start working on together.
Differentiation:
explain to students that do not understand.
Extension Activity for the Following Class Period:
Students will work each be given a strip of paper to write down a sentence or two about
why it is important to take care of the earth, and a sentence or two of how they can help
the earth.
These will be placed on a bulletin board outside the classroom surrounding a large earth
made of their handprints with the title: Weve Got the Whole in Our Hands as depicted
in resources.
While students take turns putting their handprints on the Earth, the other students will
spend time writing their sentences.
If students finish their sentences and their handprints they will be given copies of Earth
day songs which are in the resources at the end of this document to start practicing
The bulletin board will also include a short rubric for the students writing as well as
relevant standard(s).
Materials for Extension Activity:
https://www.youtube.com/watch?v=GT_IZmQ85K4
https://www.youtube.com/watch?v=CaYyIkNUERA
Blue and green paint
paper and pencils
Bulletin board paper
Lesson 4 for April 29th: Water Cycle Review
Lesson Essential Question: How does the water cycle relate to precipitation predictions?
Standards:
CCSS.ELA-LITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
CCSS.ELA-LITERACY.W.2.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic
to produce a report; record science observations).
CCSS.MATH.CONTENT.2.MD.D.9
Generate measurement data by measuring lengths of several objects to the nearest whole unit, or
by making repeated measurements of the same object. Show the measurements by making a line
plot, where the horizontal scale is marked off in whole-number units.
Learning Objectives
Assess students research
Connect research further
Assessment
Review and compare research logs to peers and weather website
Discussion of how to continue the research
Materials:
Completed and used precipitation measurement/collection tools
Research logs
http://www.usa.com/trenton-nj-weather.htm
This lesson is to assess the students experiments in precipitation collection.

I will ask students to take out their precipitations measurement and collection tools that
they have been using at home for five days and the log that they were keeping with
measurements.
Prior Knowledge:
Weather patterns
Weather patterns over time
Instructional Plan:
Review the steps of the water cycle and the different kinds of precipitation that there can
be
Discuss the students findings from the days they spent doing the experiment at home
Compare students findings with other students at their tables
Make an average for the class
Compare with averages on the weather website using the charts
Closure:
Model and guide students in the creation of graphs based on their data or invented data
and glue them in their science notebook.
Differentiation:
explain to students that do not understand. Working together on a class to do the difficult math
and graph plotting so that students see modeling of the work before having to it on their own.
Lesson 5 for April 30th: Spring and Summer
Lesson Essential Question: What are spring and summer and what kinds of weather patterns
define them?
Standards:
Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
Ask and answer questions about what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or issue.
Learning Objectives
Describe fall and winter with unit
Assessment
Identify the patterns in their notebooks and write
vocabulary
descriptions
Materials:
Pictures of spring weather and summer weather
Pictures of scenery and animals in spring and in summer
Pictures of people dressed for spring and for summer
Non-examples for each of the aforementioned categories

The goal of this lesson is to differentiate the weather patterns associated with each season
and the kinds of effects caused by the weather and the preparation necessary for it.
I will ask the students what they think they know about summer and spring weather and
how we can recognize it. I will ask students to give me examples which we will add to a T-chart
on the board.
Prior Knowledge:
Weather patterns
Instructional Plan:
When the students begin to give weather pattern examples, I will create a chart up on the
board to write them down.
I will take out pictures of different examples and non-examples and ask the students to
come up and place them on the board under the column they belong under.
When they encounter a picture that does not fit into spring or summer, I will ask the
students what they think we should do.
They will spend the class placing the photographs in the proper columns
Closure
Students will be assigned their groups and topics for the final lesson/project/assessment,
which will be on May 8th. The students will have to work in groups to become expert on a topic
covered in class that is part of a list that I will give them.
The topics will include:
The Water Cycle
The season of Spring
The season of Summer
The season of Fall
The season of Winter
Differentiation:
When necessary and appropriate Spanish will be used to help comprehension for students
that do not understand very well in English.
Lesson 6 for May 1st: Fall and Winter
Lesson Essential Question: What are fall and winter and what kinds of weather patterns define
them?
Standards:
Learning Objectives
Describe fall and winter with unit
Assessment
Identify the patterns in their notebooks and write
vocabulary
descriptions
Materials:
Pictures of winter weather and fall weather
Pictures of scenery and animals in winter and in fall
Pictures of people dressed for winter and for fall
Non-examples for each of the aforementioned categories

The goal of this lesson is to differentiate the weather patterns associated with each season
and the kinds of effects caused by the weather and the preparation necessary for it.
The lesson will start by reminding the students about what we learned about yesterday;
spring and summer.
Prior Knowledge:
Water cycle
What are weather patterns
Spring and summer weather patterns
Instructional Plan:
I will ask the students for examples of words related to weather in fall and winter, when
the students begin to give weather pattern examples, I will create a chart up on the board
to write them down.
I will take out pictures of different examples and non-examples and give several to each
group of students.
Students will discuss the pictures in their groups to decide where the picture would fit in
a chart on the board.
After discussing in groups, I will ask the students to come up and place them on the board
under the column they belong under.
When they encounter a picture that does not fit into fall or winter, I will ask the students
what they think we should do.
They will spend the class placing the photographs in the proper columns
Closure:
I will ask students to copy the chart into their notebooks by writing down descriptions of
what was in each column on the board.
Differentiation:
Lesson 7 for May 4th: Bad weather- Thunderstorms

Lesson Essential Question: What are the characteristics of a thunderstorm and how should you
prepare for one?
Standards:
discussion.
Learning Objectives
Students will know what steps to take in case of
Assessment
Student constructed safety checklist and
thunderstorms
peer review sheet
Materials:
Worksheet
Student text book
https://www.youtube.com/watch?v=0XXwn7DBiZ8
Construction paper
Pencils, crayons, markers
Peer review sheet

The goal of this lesson is to teach students the characteristics of thunderstorms and how
to prepare for them. The key is to teach students that safety precautions are important even for a
thunderstorm.

I will write Bad Weather on the board and ask students to suggest some examples of
bad weather conditions to list on the board.
Prior Knowledge:
Water cycle
Seasonal weather patterns
Instructional Plan:
Once students have listed a number of bad weather patterns I will ask which ones they
think are related only to thunderstorms
Students will answer and I will circle the words they suggested
I will tell them that in order to see if they are right, we will review the pages in their
textbook about thunderstorms (pages 188-189)
We will watch the video clip together
I will ask a student to help me pass out supplies for each student to make a thunderstorm
safety checklist
The directions and criteria of what they need for the checklist will be put up on the board
o Have the proper heading at the top of your paper
o Draw a picture that matches the topic
o Have at least 4 safety rules
o Make sure it is neat
Closure:
The students will peer review each others work before handing it in to the teacher. When
the peer review checklist is completed the students will hand it in as their exit ticket. Ask
students to prepare at least one question they have about hurricanes for the next day as
homework.
Differentiation:
Lesson 8 for May 5th: Bad weather-Hurricanes

Lesson Essential Question: What are the characteristics of a hurricane and how should you
prepare for one?
Standards:
Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)
Learning Objectives
Students will know what steps to take in case of
Assessment
Notes taken on answers during the
hurricanes
Students will learn about hurricanes by asking
interview
Notes taken on answers during the
interview questions
interview
Materials:
Carla Fuscaldo as a guest speaker
https://www.youtube.com/watch?v=-Kou0HBpX4A
The goal of this lesson is to teach the characteristics of hurricanes and how to be prepared
for them. Students will lead their own learning by leading an interview of Carla Fuscaldo, a
former resident of Louisiana who has lived through many hurricanes in both Louisiana and New
Jersey.

I will review with the students what we talked about the day before in relation to bad
weather and thunderstorms. I will ask them what they know about hurricanes and what kinds of
questions they prepared. I will then tell them that we have a special guest who is going to help
them learn about hurricanes by answering their questions like in an interview.
Prior Knowledge:
Water cycle
Bad weather patterns for thunderstorms
Instructional Plan:
I will ask the students to take out their notebooks and the question they prepared for
homework so that we will be ready for our guest
I will instruct them to write down the answers to the questions that they ask the guest
Once the class is ready, I will introduce Mrs. Fuscaldo and help to begin the interview
process
If students do not ask enough questions about safety and how a hurricane works I will ask
the questions for them
We will all watch the video clip together
When the class is done asking questions I will ask them all to say thank you and goodbye
to Mrs. Fuscaldo
Closure:
The students will return to their desks and put away their science notebooks and talk a
little about what they learned in the interview before proceeding to their next class or subject.
Differentiation:
that do not understand very well in English. If the students need full translation back and forth
with the guest speaker I will provide the service.
Lesson 9 for May 7th: Bad weather- Tornados
Lesson Essential Question: What are the characteristics of a tornado and how should you
prepare for one?
Standards:
Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media.
Learning Objectives
Students will know what steps to take in case
Assessment
Student constructed safety checklist and peer
of tornadoes
review sheet
Materials:
Worksheet
Student text book
https://www.youtube.com/watch?v=0XXwn7DBiZ8
Construction paper
Pencils, crayons, markers
Small water bottles
Food coloring

This is the last formal lesson for the unit. The lesson will focus on teaching the students
the characteristics of tornadoes and what to do to be prepared for them. This lesson will also help
students develop social awareness and a sense of social responsibility.

The lesson will begin by reviewing what we had learned about other types of bad weather
that we studied in the past two days.
Prior Knowledge:
Water cycle
Bad weather patterns for thunderstorms and hurricanes
Instructional Plan:
After reviewing the characteristics of the storms we had studied in the two previous
lessons I would ask the students to explain what characteristics they know tornados have.
To check their answers the students would review the pages of their textbook that have
information on tornadoes (pages 190-191)
We will watch the video clip together
The students will construct their safety checklists for tornadoes
After finishing their checklists the students will each make their own miniature tornado
tubes.
o Students will be allowed to choose food coloring to customize their tornado tubes
Closure:
Students will have a discussion about the after effects of all the storms and bad weather
we have studied. This discussion will focus on what kind of reactions we should have after
storms devastate our community or other communities. I will ask the students to discuss projects
that they could work together on as a class to help fellow communities or their own after a
devastating storm.
Differentiation:
Lesson 10 for May 8th: Unit wrap up- Project Presentations and Museum Walkthrough
Lesson Essential Question: What have the students learned about weather?
Standards:
Participate in shared research and writing projects (e.g., read a number of books on a single topic
to produce a report; record science observations).
Recall information from experiences or gather information from provided sources to answer a
question.
Learning Objectives
Students will be able to demonstrate knowledge
Assessment
Students will work in groups to create
learned throughout the unit

Students will be able to demonstrate knowledge
projects about one

Answering short quizzes created by
learned throughout the unit
students about their projects
Materials:
Student generated materials to create projects with their groups
Student quizzes

This lesson is to allow students to demonstrate their knowledge in their own chosen
creative way and to guide each others learning and assessment.

Students will be asked to set up their projects like a museum display and stand by them
Prior Knowledge:
Water cycle
Bad weather patterns for thunderstorms, hurricanes, and tornadoes
Instructional Plan:
Students will have set up their groups project and prepared their short quizzes for the
other students.
One group will be selected to present first and the other students will all watch them
present as if they are watching a museum tour.
Each group will present in turn in this way
After every presentation students will respond to their short quiz for that project
Closure:
When all presentations and quizzes are completed the students will be allowed to walk
around the room as if in a museum and visit and spend time looking at whatever projects they
want.
Differentiation:
that do not understand very well in English. Lower level students will also have been paired with
higher level students in the project groups.
Precipitation Collection Log
Name:____________________________________
Directions:
Write down how much precipitation your measurement tool collects every day on this
worksheet. Bring this sheet and your measurement tool back to class on April 29th.
April 24th
Today my measurement tool collected ______________________________________________
April 25th
April 26th
April 27th
April 28th
Apuntes de la coleccin de precipitacin

Nombre:____________________________________
Instrucciones:
Anote la cantidad de precipitacin que su herramienta de medicin recoge todos los das
en esta hoja de trabajo. Traiga esta hoja y su herramienta de medicin de nuevo a clase el 29 de
abril.
24 de abril
Hoy mi herramienta de medicin recogi_____________________________________________
25 de abril
26 de abril
27 de abril
28 de abril

Recall information from experiences or gather information from provided sources to answer a
question.
9-10 points
7-8 points
4-6 points
1-3 points
Neatness
Students include
Students include
Students do not
and
their full name and
their first or last
include their
Heading
their writing is neat
name and their
name and their
and legible.
writing is legible.
writing is messy
and illegible.
Sentences
Students include 1
Students include 1
Students include
Students do not
to 2 sentences for
sentence for why
1 sentence for
write a full
why the Earth is
the Earth is
why the Earth is
sentence about
important and 1 to
important and 1
important and
why the Earth is
2 sentences about
sentence about
about how we
important or how
how we can protect
how we can
can protect it.
we can protect it.
it.
protect it.
Spring and Summer Lesson
Fall and Winter Lesson
Final Project Instructions

Directions:
You will work with your classmates in your group to make a poster about your topic.
You will present your poster to the class as if you were giving a tour at a museum.
Your poster should show how well you know your topic.
Your group also has to make a quiz for the other students in your class.
o Your quiz should have at least 3 questions about your project.
o Your quiz should have no more than 5 questions about your project.
Your Groups Topic Is:_________________________________________________________
Group members names:
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________
Instrucciones para el proyecto final

Instrucciones:
Van a trabajar con sus compaeros de clase en su grupo para hacer un cartel sobre su
tema.
Van a presentar su cartel enfrente de la clase como si fueran guas de un museo.
Su cartel debe mostrar qu tan bien conoce su tema.
Necesitan crear una prueba sobre su proyecto para los otros estudiantes de la clase.
o La prueba debe tener al menos 3 preguntas sobre su proyecto.
o La prueba no debe tener ms que 5 preguntas sobre su proyecto.
El tema de su grupo es:__________________________________________________________
Los nombres de los miembros de su grupo:
1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________
Thunderstorm Safety Checklist

Your name: __________________________________
Goal
They have the right heading at the
top
Their picture matches the topic
They have at least 4 safety rules
Their handwriting is neat
Yes
No
Tornado Safety Checklist

Your name: __________________________________
Goal
They have the right heading at the top
Their picture matches the topic
They have at least 4 safety rules
Their handwriting is neat
Yes
No
Rubrics
Lesson 1: Patterns in Weather Rubric
Participation
9-10 points
7-8 points
4-6 points
1-3 points
Students are eager

to participate and
raise their hands
for most questions
and opportunities
to offer answers
and examples.
Students try to
participate and raise
their hands for
around half of the
questions and
opportunities to
offer some answers
and examples.
Students raise
their hands
occasionally to
offer some
answers and
examples.
Students raise
their hands
very little or
not at all and
do not seek to
participate.
The vocabulary
cards are
completed with
correct definitions
The vocabulary
cards are mostly
complete with
correct definitions
The vocabulary
cards are partially
complete and
may not be neat.
Only a few
cards are
completed and
look messy.
Vocabulary
cards
Completion
and neatness
Practice
and they are neat.
and are neat.
Students work
together eagerly to
practice the
vocabulary cards
for the entire time
allotted.
Students work
together to practice
vocabulary cards
for most of the time
allotted.
Students may
disagree over the
vocabulary cards
and do not
practice for more
than half of the
time allotted.
Students look
at cards for a
short period of
time and do
not practice
together.
Lesson 2: Meteorology and Water Collection Rubric

9-10 points
7-8 points
4-6 points
1-3 points
Directions
Students follow
directions
carefully and
accurately to
complete their
measurement tool.
Students to follow
the directions and
correctly create
their measurement
tool.
Students may
need guidance to
follow directions
and create their
measurement tool.
Students do not
follow directions
and do not finish
their
measurement
tool.
Name and
neatness
Students include
their full name and
their project is
neat.
Students include
their first or last
name and their
project is neat.
Students include
their first or last
name but it may
not be neat.
Students forget to
include their
name and their
measurement tool
looks messy.
Creativity
Students decorate
their measurement
tool without
obscuring the
important
components.
Students decorate
their measurement
tool and may
partially obscure
important
components.
Students do not
decorate or
completely
obscure important
components.
Lesson 3: Weather Patterns Over Time/Earth Day Rubric

9-10 points
7-8 points
4-6 points
1-3 points
Participation
Students are eager

to participate and
raise their hands for
most questions and
opportunities to
offer answers and
examples.
Students try to
their hands for
around half of the
questions and
opportunities to
offer some answers
and examples.
Students raise
their hands
occasionally to
offer some
answers and
examples.
Students raise
their hands
very little or
not at all and
do not seek to
participate.
Examples
and Ideas
Examples and ideas

are on topic and are
excellent service
project suggestions.
Examples and ideas

are on topic and are
good service project
suggestions.
Examples are
mostly on topic
and could be
good service
project
suggestions.
Examples and
ideas are off
topic.
Extension of lesson 3: Earth Day Activity Rubric
9-10 points
7-8 points
Neatness
and
Heading
Students include
their full name and
their writing is neat
and legible.
Students include
their first or last
name and their
writing is legible.
Sentences
Students include 1
to 2 sentences for
why the Earth is
important and 1 to
2 sentences about
how we can protect
it.
Students include 1
sentence for why
the Earth is
important and 1
sentence about
how we can
protect it.
4-6 points
1-3 points
Students do not
include their
name and their
writing is messy
and illegible.
Students include
1 sentence for
why the Earth is
important and
about how we
can protect it.
Students do not
write a full
sentence about
why the Earth is
important or how
we can protect it.
Lesson 4: Water Cycle Review Rubric

9-10 points
7-8 points
4-6 points
1-3 points
Participation
Students are eager

to participate and
most questions and
opportunities to
offer answers and
examples.
Students try to
their hands for
around half of the
questions and
opportunities to
offer some answers
and examples.
Students raise
their hands
occasionally to
offer some
answers and
examples.
Students raise
their hands
very little or
not at all and
do not seek to
participate.
Findings
discussion
Students recorded
findings everyday
and eagerly share
them with the class.
Students recorded
findings most days
and share them with
the class.
Students
recorded
findings once or
twice and are
reluctant to
share with the
class.
Students did
not record or
forgot to record
findings and
cannot share
with the class.
Lesson 5: Spring and Summer & Lesson 6: Fall and Winter

9-10 points
7-8 points
4-6 points
1-3 points
Participation Students are eager

to participate and
raise their hands
for most questions
and opportunities
to offer answers
and examples.
Students try to
their hands for
around half of the
questions and
opportunities to
offer some answers
and examples.
Students raise
their hands
occasionally to
offer some
answers and
examples.
Students raise
their hands very
little or not at all
and do not seek
to participate.
Responses
Student responses
and examples are
related to the topic.
Student
responses are
related loosely
to the topic.
Student
responses are off
topic and
inappropriate.
Student responses
and examples are
relevant to the
topic and correct.
Lesson 7: Bad weather-Thunderstorms and Lesson 9: Bad weather-Tornadoes

9-10 points
7-8 points
4-6 points
1-3 points
Participation
Students are eager

to participate and
raise their hands
for most questions
and opportunities
to offer answers
and examples.
Students try to
participate and
around half of the
questions and
opportunities to
offer some answers
and examples.
Students raise
their hands
occasionally to
offer some
answers and
examples.
Students raise
their hands very
and do not seek
to participate.
Responses
Student responses
and examples are
relevant to the
topic and correct.
Student responses
and examples are
Student
responses are
related loosely
to the topic.
Student
responses are off
topic and
inappropriate.
Students include
full proper
heading. Their
writing is neat and
Students include
proper heading.
Their writing is
fairly neat and still
Students
include partial
heading. Their
writing is
Students include
no heading. Their
writing is messy
and difficult to
Safety
Checklist
Heading and
Legibility
legible.
legible.
messy but still

legible.
read.
The checklist has 4

or more safety
rules and a
relevant picture or
drawing.
The checklist has 4

safety rules and a
relevant picture of
drawing.
The checklist
has 2 or 3
safety rules and
a picture or
drawing.
The checklist has

1 or 2 safety
rules and may
have a picture.
7-8 points
4-6 points
1-3 points
Participation Students are eager

to participate and
raise their hands
for most questions
and opportunities
to offer answers
and examples.
Students try to
their hands for
around half of the
questions and
opportunities to
offer some answers
and examples.
Students raise
their hands
occasionally to
offer some
answers and
examples.
Students raise
their hands very
and do not seek
to participate.
Responses
Student responses
and examples are
relevant to the
topic and correct.
Student responses
and examples are
Student
responses are
related loosely
to the topic.
Student
responses are off
topic and
inappropriate.
Students have 1 or
more relevant
questions to ask
the speaker.
Students have 1
relevant question to
ask the speaker.
Students have 1
or more
question to ask
the speaker that
Student has 1 or
no questions that
are not
appropriate.
Content
Lesson 8: Bad weather-Hurricanes

9-10 points
Speaker
Questions
may be off
topic.
Lesson 10: Culminating Project

9-10 points
7-8 points
4-6 points
1-3 points
Content
Students
demonstrate
mastery of the
topic they
created a project
on together.
Students
demonstrate
partial mastery
of the topic
they created a
project on
together.
Students
demonstrate
basic
understanding of
the topic they
created a project
on together.
Students project
does not
demonstrate
their
understanding of
the topic.
Presentation
Each student
participates in
presenting to the
class.
Most students
participate in
presenting to
the class.
A few students
take control of
the presentation
to the class.
Only one or two

students present
to the class.
Project
contains proper
heading, is
legible, and
Project contains
heading, is
messy but still
legible, and
Project does not

contain heading,
is messy, and
presents
Project
Heading/Legibility Project contains

full proper
heading, is
legible, and
presents the
proper
information
well.
presents the
proper
information.
presents the
information.
information.
Quiz asks
appropriate
questions related
to the project
presentation and
has a maximum
of 5 questions
and a minimum
of 3.
Quiz asks
appropriate
questions
related to the
project
presentation
and 3 or 4
questions.
Quiz asks
questions related
to the project
presentation and
has a maximum
3.
Quiz asks
questions related
to the project
presentation and
has 1 or 2
questions.
Quizzes
Content

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Exploring Weather

Lea Fuscaldo and Emily Danta

Lesson 1 for April 23rd: What is weather?

Teacher manual page 169-172

Lesson Description and Rationale:

Hook and Lesson Beginning:

Basic knowledge of the water cycle

Write several weather words on the board

What do all of these words have in common?

Is the weather the same every day?

How does weather change?

Give the students time to look over.

Go over each words definition.

Lesson 2 for April 24th: Water collection and meteorology

recording and communicating data when exploring the natural world

through lab experiments.

Lesson Description and Rationale:

Basic knowledge of the water cycle

Lesson 3 for April 27th: Weather conditions over time

weather patterns and their effects on the earth

humans may be interfering with them

Lesson Description and Rationale:

Hook and Lesson Beginning:

Basic knowledge of the water cycle

How scientist research weather in patterns

Extension Activity for the Following Class Period:

Materials for Extension Activity:

Blue and green paint

paper and pencils

Bulletin board paper

Lesson 4 for April 29th: Water Cycle Review

Completed and used precipitation measurement/collection tools

Lesson Description and Rationale:

This lesson is to assess the students experiments in precipitation collection.

Hook and Lesson Beginning:

Basic knowledge of the water cycle

How scientist research weather in patterns

Weather patterns over time

Compare students findings with other students at their tables

Make an average for the class

Compare with averages on the weather website using the charts

Lesson 5 for April 30th: Spring and Summer

Pictures of spring weather and summer weather

Pictures of scenery and animals in spring and in summer

Pictures of people dressed for spring and for summer

Non-examples for each of the aforementioned categories

Lesson Description and Rationale:

Basic knowledge of the water cycle

How scientist research weather in patterns

Weather patterns over time

The topics will include:

The Water Cycle

The season of Spring

The season of Summer

The season of Fall

The season of Winter

Lesson 6 for May 1st: Fall and Winter

Pictures of winter weather and fall weather

Pictures of scenery and animals in winter and in fall

Pictures of people dressed for winter and for fall

Non-examples for each of the aforementioned categories

Lesson Description and Rationale: