___ Integrated with another subject I. A. Unit Title: Weather Around Us B. Lesson Title: How is Weather Observed? C.

Time: Two-day lesson

__x__ Use of technology

II. Targeted PA Academic Standards: 3.3.4.A1: Describe basic landforms. Identify the layers of the Earth. Recognize that the surface of the Earth changes due to slow processes and rapid processes. IIa. Targeted PA Assessment Anchors and Eligible Content: Assessment Anchor S4.D.2: Weather, Climate, and Atmospheric Processes - S4.A.3.3.1: Identify and describe observable patterns (e.g., growth patterns in plants, weather, water cycle). - S4.A.3.2.2: Use models to make observations to explain how systems work (e.g., Water cycle, Sun-Earth-Moon system). - S4.D.2.1.2: Identify weather patterns from data charts or graphs of the data (e.g., temperature, wind direction, wind speed, cloud types, precipitation). - S4.A.3.2.3: Use appropriate, simple modeling tools and techniques to describe or illustrate a system (e.g., two cans and string to model a communications system, terrarium to model an ecosystem). III. Lesson Objectives: 1. Students will be able to explain that weather is observed in several ways. 2. Students will be able to create a weather map using a local weather forecast. IV. Essential Question: How is weather observed? V. Key Vocabulary: - temperature - the degree of hotness or coldness of a body or environment. - dew - water droplets condensed from the air, usually at night, onto cool surfaces. - dew point - the temperature at which air becomes saturated and produces dew. - saturated - unable to hold or contain more; full. Soaked with moisture; drenched. - humidity - dampness, especially of the air. - atmospheric pressure - pressure caused by the weight of the atmosphere. - weather front - boundaries between air masses of different temperatures - meteorologist - a scientist who studies the weather - precipitation - moisture that falls from clouds in the form of rain, snow, sleet, or hail - weather - the state of the atmosphere at a given time in a particular place - wind - the movement of air, which tends to move from a high-pressure area to a low-pressure area VI. List of Materials (per group): - Discussion prompt sheets (one per student) - What do we observe about weather? - Large white paper (for map) - Markers - Map research materials (maps/articles either printed by the teacher or found on computer) - Discussion prompt sheets (one per student) - Why is it helpful to use different types of weather maps? When might some maps be more beneficial to use than others?

List of additional materials needed by the teacher: - Current local weather report video VII. Procedure: The Teacher Will Engage: 1. TTW ask students, What do we observe about weather? 2. TTW make a graphic organizer based off of students responses. 3. TTW show the students a local forecast video clip 4. TTW revise/add to the graphic organizer based off of the students observations. 5. TTW explain that meteorologists use different types of maps to show elements of weather. The Students Will 1. TSW answer the question on their sheet and then discuss in their groups. 2. TSW help the teacher complete the graphic organizer with their ideas 3. TSW make a list of the weather elements mentioned in the forecast 4. TSW help the teacher revise/add to the graphic organizer. 5. TSW help the teacher compile a list of different types of weather maps. 6. TSW use the resources provided by the teacher to create a type of weather map based on the days weather. 7. TSW show their completed weather maps to the class, explaining what they show and map-specific details/features discovered through their research.

Explore:

6. TTW assign each of the 10 groups a type of weather map (satellite, radar, precipitation, temperature, wind speed, front) to create based on the days weather. 7. TTW assist students with processing their responses, reinforcing correct ideas.

Explain:

Elaborate:

8. TTW ask students, Why is it helpful to use 8. TSW answer the different types of weather maps? and When questions on their sheets, might some maps be more helpful than others? then share with their group and participate in the class discussion when necessary. 9. TTW use the completed discussion prompt 9. TSW hand in their prompt sheets, maps, and map explanations for formative sheets and maps. assessment purposes. (Summative assessment to be given at the end of the unit).

Evaluate:

VIII. Accommodations - Students will be grouped by mixed ability levels, so advanced/proficient students will be able to assist basic/below basic students. - ELLs will be given picture cues to assist with the content and will be grouped with bilingual peers. - Students with hearing impairments will be seated in the front of the room and the teacher will use a microphone. - Students will visual impairments will be seated in the front of the room and will be given materials with a large font size. - Advanced students will be given the option to complete more types of weather maps depending on time. *Resource for map materials: http://www.discoveryeducation.com/teachers/free-lesson-plans/weather-maps.cfm