Grade 3 Science Unit: Exploring Weather in Gods Creation

I. Overview
In this Grade 3 Science unit, students will study the basic components of weather, what
produces it, and how humans typically measure, predict, and interact with it. Over the course of
this six-week unit, students will engage in analysis and scientific curiosity, practice weather
measurement skills and tools, identify components of weather in workbook exercises as well as
the world around them, develop scientific vocabulary, and apply understandings in real-world
problem solving. Much of the unit builds up to a chapter on extreme weather, on which students
will focus particularly in order to write reports on three different types of extreme weather that
interest them. This project not only highlights an engaging subtopic in the topic of weather, but
also gives students the opportunity to practice research and writing skills. Through this unit,
students will be equipped with the knowledge and skills to interact with Gods creation in a way
that reflects appreciation and good stewardship for the glory of the creator and Lord, and for the
good of the people around them who also experience the effects of weather.

II. Prior Knowledge

Prior to the unit, students will need to be able to:
- Recall and apply the general scientific method
- Recall and use basic weather terminology
- Analyze photos to identify visual clues and observe visual information
- Connect personal, tangible experience to less concrete discussion of phenomena
- Read/understand text in graphs and paragraphs
- Draw and label basic diagrams
- Read texts and determine what comprises reasonable details for research
- Write complete sentences with reasonable grammar, spelling, and punctuation
- Compose topic and closing sentences for informational paragraphs

III. Essential Questions

- What are the basic elements of weather and climate?
- How do those elements relate to each other?
- How can they be measured and predicted?
- Why is it important to understand what weather and climate are, or how to measure,
understand, and predict them?
- What are the effects of weather and climate, and how can we prevent weather and
climate related damage?
IV. Interdisciplinary Concept

- Students rely heavily on English Language Arts skills in reading and discussing student
text, as well as in completing the main assessment piece, the extreme weather report.
- Each facet of weather and climate is introduced broadly and can be observed and
applied in not only the students immediate geographical context, but to other areas of
the world. Students will make connections to geography, observing patterns and
differences between weather in different geographical areas based on location and
formation.
- Text discussion and supplemental materials will draw on historical and social
circumstances around extreme weather events. Many weather events have even
become historical events in American history. Some math and engineering concepts
enter as students assess weather data and evaluate weather safety designs using a
criteria/constraint framework.
- Due to the collaborative nature of the Extreme Weather Report, students will have the
opportunity to not only develop group-work communication skills, but will practice public
speaking skills in the weather talk show presentation.

V. Outcomes
Students will be able to:
- Describe how weather forms, what factors contribute to these processes
- Read and record weather related measurements with a variety of instruments
- Recognize and describe patterns in data, using visual graphs and verbal or written
statements
VI. Materials
A. TCi Science Curriculum for Grade 3, Unit 3
- Online slides, including videos and student text
- Student workbooks
B. Lab Supplies
- Thermometer
- 2 Liter Bottles
- 8 oz paper cups
- Cardboard strips
- String
- Straws/dowels
- Pencils, paper, scissors, glue, etc.
- Stapler
- Ruler
- Laptop, projector, related cables and remotes
C. Additional Informational/Assessment Materials
- BrainPop Weather videos h ttps://www.brainpop.com/science/weather/
- At-home weather recording worksheet
- Extreme weather mini desk packet (weather related math, additional articles, vocabulary
word search, etc.)
- Weather Report graphic organizers and grading rubric
- Essay writing monster graphic
- Know-Predict-Wonder-Learned Chart

VII. Standards
A. Learning Progressions
In kindergarten, students learn weather is the combination of sunlight, wind, precipitation, and
temperature in a particular region at a particular time. They also learn to observe and record the
weather, and notice patterns over time. (NGSS Performance Expectation K-ESS2-1)
In this third grade lesson, students read about how weather can change. They learn weather is
the condition of the lowest atmospheric layer at certain time and place. Weather is defined by
many variables including air temperature, wind, and the amount of water in the air.
Afterward, students create and enact a movie scene about whether to play outside under certain
weather conditions. (NGSS Performance Expectation 3-ESS2-1)
In middle school, students learn how complex interactions determine local weather patterns and
influence climate. These interactions vary with latitude, altitude, and local and regional
geography, all of which can affect oceanic and atmospheric flow patterns. Since these patterns
are so complex, weather can only be predicted probabilistically. (NGSS Performance
Expectations MS-ESS2-5; MS-ESS2-6)
B. Next Generation Science Standards
Performance Expectation
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather
conditions expected during a particular season.
Disciplinary Core Idea
ESS2.D: Weather and Climate
Scientists record patterns of the weather across different times and areas so that they can make
predictions about what kind of weather might happen next.
Crosscutting Concept
Patterns
Patterns of change can be used to make predictions.
Science and Engineering Practices
Analyzing and Interpreting Data
Represent data in tables and graphical displays (bar graphs and pictographs) to reveal patterns
that indicate relationships.
Obtaining, Evaluating, and Communicating Information
Obtain and combine information from books and/or other reliable media to explain phenomena
or solutions to a design problem.
C. Common Core State Standards
CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or
steps in technical procedures in a text, using language that pertains to time, sequence, and
cause/effect.
CCSS.ELA-LITERACY.RI.3.4
Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 3 topic or subject area.
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information
relevant to a given topic efficiently.
CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.10
By the end of the year, read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 2-3 text complexity band
independently and proficiently.

VIII. Learning Activities

A. Photo Analysis and Student Inquiries
Every chapter opens with a picture analysis, in which students look at a photo showing the
central concept and must identify aspects of the picture and determine what is going on. Then,
when the topic has been formally introduced, students must consider and record questions they
have about the topic.
B. Investigation, Reading Notes, and Processing
Each chapter begins with an interactive investigation of the material, in which students use and
manipulate weather related tools or information or both to understand the concept better.
Reading Notes are provided for each chapter, consisting of text-informed activities. Reading
Notes from the curriculum will be used with discretion, considering time and level of
engagement/alignment with desired learning outcomes for each lesson.
Processing activities at the end of every chapter give students a space to use chapter
understandings in problem solving, analysis, or other related higher order thinking exercises.
C. Extreme Weather Report Writing
Students work in groups of 5-6 to decide topics together, research, outline, and draft
paragraphs. Students will be responsible to proofread each paragraph on their own before the
teacher proofreads it for corrections, then students are responsible for copying out a corrected
final draft for their completed report. When students have completed their written reports, they
will work as teams to prepare to present information on one of their topics to the class as if they
were meteorologists, drawing pictures to show what tools to use to know about their weather, or
what things to do or have to stay safe. Teacher will act as talk show host, asking questions to
prompt students so they can share their information, props, and pictures.
D. Anemometer Lab
Students will investigate and engage in the process of building an anemometer in connection
with a chapter on measuring wind.
E. Field Trip
Students will be able to ask any additional questions, see unit information in action, and
consider the real-world importance of unit content in a trip to a weather station.

IX. Assessments
A. Processing pages will be assessed to monitor student understanding and application of
understandings through group participation and through written or drawn work.
B. Student text notes will be used to assess student grasp of concepts along the way, in
addition to student participation in text-embedded questions, kinesthetic activities, and
quizzes.
C. The Extreme Weather Reports will be used as a summative assessment of research
information as well as writing skills applied in the context of this area of study.
X. Unit Schedule
Date Plans Additional Options

2/7 Record temperature Reading Notes p. 112 morning

Unit 3.1 What Makes Weather work the next day.
Analyze photo (through slide 8), read student text Enrichment: optional at-home
Workbook p. 113 label forms of water project with worksheet to allow
them to observe and record
weather patterns on their own.

2/8 Record temperature

3.1 Watch & discuss weather videos (slide 11-15),
take notes p. 114, discuss slide 23, vocab slide 24,
science talk slide 25, processing p. 116 slide 26

2/9 Record temperature

3.2 How is Temperature Measured?
Analyze photo slide 9, read text slide 22

2/10 3.2 Investigation slides 12-18, make bar graphs

workbook pp. 118-119
Reading Notes p. 125

2/13 3.2 Finish investigation (seasonal) slides 19-21,

graph in workbook pp. 120-122, vocab slide 23,
science talk slide 24

2/14 3.2 Processing p. 126 slide 25

2/15 3.4 How Are Rain and Snow Measured?

slide 9 photo, slide 10 student text
-Reading Section 2 Notes p. 137 using descriptions
in text to write sentence starters (This rain is liquid
precipitation. Its snowing, which means that the air
is below 32 F. This sleet was liquid, but the air near
the ground is freezing so it froze!)
-Reading Section 3 Notes p. 138 (What tool? Read
the measurements)
-Reading Section 4 Notes (Do map on the board
together)

2/16 3.4 Discuss investigation slides 12-19, measure

and compute rain in rain gauge to report to news
stations, p. 137, vocab slide 22, science talk 23,
processing 24 p. 144 (together)

2/17 3.3 Analyze photo slide 8, read text slide 9 (slides

 11-12 before lab)
-Reading Section 1, have students move to show
what happens with cool air, hot air (One student
stands up, two move in to crawl around their feet)
-Reading Section 2 Notes p. 129 (Tree sketch only)
-Reading Section 4, students move their hands to
the wind (shore to ocean day and night, East to
West Santa Anas)

2/21 3.3 Vocab slide 21, science talk 22, processing p.

134 slide 23

2/22 3.3 LAB: Anemometers Enrichment: optional at-home

project with worksheet
(Investigation pp. 131-132) to
allow them to conduct and
record daily wind
measurements on their own.

2/23 3.3 Use anemometer to measure wind speed 3x

during day in workbook p. 131 #2
Complete p. 133 using days data, discuss briefly.

3.5 How is Weather Predicted?

photo slide 7, read text slide 29
-Reading Section 1, use interactive quiz
-Reading Section 4, fill in the blanks
-Reading Notes pp. 152 after reading, if time

2/24 3.5 Reading Notes p. 156, discuss slides 10, 12-13,

draw weather station p. 148, vocab slide 30,
science talk 31, processing pp. 157-158 slide 32

2/27 3.6 How Are Weather and Climate Related?

photo slide 6, student text slide 7
-Reading Notes p. 161

3/1 3.6 Investigation slide 9-11, placard handouts/tour,

students fill in pp. 163-164, present to class, show
videos (start on slide 14)

3/3 3.6 Finish investigation presentations, investigation

p. 165, vocab slide 24, science talk 25, processing
p. 166

3/6 3.7 Reading Notes p. 168 as previewing activity, Extreme Weather mini desk
photo slide 6, read text slide 7, Reading Notes pp. packet with math word
169-173 (part of an Extreme Weather mini desk problems, word search,
 packet) weather reports on topics not
in the chapter (ice storms with
Weather Report Writing: pictures from home)
Together: begin outline, make groups (5 or 6
students)
Groups: choose 3 topics, research & rough draft of
para. 1

3/7 3.7 Investigation Slides 10-24 with pp. 174-175

Vocab slide 25, science talk slide 26, processing 27
p. 176

Weather Report Writing

Independent: write para. 1 final draft
Groups: research & rough draft para. 2

3/8 3.8 Photo slide 7, read text slide 18, vocab slide 19,
science talk slide 20
-Reading Section 1 Interactive text #1-4, 8

Weather Report Writing

Independent: write para. 2 final draft
Groups: research & rough draft para. 3

3/9 3.8 Investigation slides 9-13, pp. 178-179,

processing pp. 185-186

Weather Report Writing

Independent: write para. 3 final draft
Groups: bibliography

3/10 3.8 Weather Video Clips Field Trip Preparation:

Know-Predict-Wonder-Learne
Weather Report Writing d Student Charts (KPW)
Together: Opening and Closing Paragraph

3/13 Weather Video Clips, Extreme Weather Desk

Packet, Work on Weather Report

3/14 Assemble Weather Report

3/15 Weather Report Talk Show Preparation

3/16 Weather Report Talk Show Feature

3/17 Field Trip Field Trip Debrief:

Know-Predict-Wonder-Learne
d Student Charts (L)