March 5, 2016

Mini-Unit Plan:
Lesson
Topic
Weather
and
temperatur
e

Expectations

Lesson Outline: Learning activities and Assessme

Instructional strategies
nt
2.5 Investigate water in the natural
Put new words from unit on Weather Words -KWL chart
environment (e.g., observe and
anchor chart.
with sticky
measure precipitation; observe and Total 50 minutes
notes
record cloud formations; observe
Daily temperature during week- add the
water flow and describe where it
weather have special helper- Daily
goes; observe a puddle over time and Meteorologist.
record observations)
Have calendar anchor chart or on large
whiteboard.
3.5 Identify the three states of water Learn about temperature and weather
in the environment, give examples of
- Types of weather
each (e.g., solid visible as ice, snow,
o With students: create a KWL chart of
sleet, hail, frost; liquid visible as
weather types on poster board for
rain, dew; gas visible as fog, water
referral during next lessons
vapour), and show how they fit into
- Climate zones- tropical, temperate, &
the water cycle when the
polar
temperature of the surrounding
Hand out: weather report chart for science
environment changes (e.g., heat
duo-tangs
evaporation; cooling condensation Put rain jar outside
and precipitation)
Do daily weather checks in the morning with
Daily Meteorologist (student chosen at end
of day based on showing work skill- initiative)
Explain culminating task
Hand out rubric
10 minutes to think of assignment ideas &
write down topic on sheet
Hand in topic choice

How it relates to the

culminating activity
Students are learning about
different types of weather and
climates.
It will be useful to know about
different types of precipitation in
different climate areas (I.e.,
where there is more need for
conservation of water).

Air

2.5 Investigate water in the natural

Total 50 minutes
environment (e.g., observe and
Daily meteorologist check-in:
measure precipitation; observe and
- Hows the weather- put mark in charts
record cloud formations; observe
- Rain jar update
water flow and describe where it
Air:
goes; observe a puddle over time and
- Qualities of air: class filled out anchor
record observations)
chart
o Odourless
2.2 Investigate, through
o Tasteless
experimentation, the characteristics
o Mostly oxygen and nitrogen gas
of air (e.g., air takes up space, has
o Breathe
mass) and its uses (e.g., living things
- Identify air as gas substance that is all
breathe air to stay alive; air makes
around us- wind
certain activities possible: helps keep
- Warm air/ cold air
a kite flying and a sailboat moving)
- Climates warm air & cold air
Balloon teeter-totter activity- air has mass.
3.1 Identify air as a gaseous
Tie a balloon on each end of meter stick take
substance that surrounds us and
a bit of air out of each to see the sides go up
whose movement we feel as wind
and down.
How is clean air important?
What affects our air?

Students are thinking about

what air is and its importance to
our lives. They are learning
about the impact of humanity
on air quality.
This will aid them if they are
doing their culminating task on
keeping the air clean.

Water

2.5 Investigate water in the natural

Daily meteorologist check-in:
environment (e.g., observe and
- Hows the weather- put mark in charts
measure precipitation; observe and
- Rain jar update
record cloud formations; observe
Learn about what water is/ where water
water flow and describe where it
comes from/ where water is:
goes; observe a puddle over time and
- Forms of water- liquid, solid, gas
record observations)
(steam)
- Bodies of water (ask students for
3.4 identify sources of water in the
input)
natural and built environment (e.g.,
o Oceans
natural: oceans, lakes, ponds,
o Lakes
streams, springs, water tables;
o Rivers
human-made: wells, sewers, watero Streams
supply systems, reservoirs, water
o Puddles
towers)
- Clouds
Learn about cloud types/formations
Cross-curricular to Grade 2 Math:
- Cirrus
Data Management and Probability
- Cumulus
Data Relationships:
- Cumulonimbus
Demonstrate an understanding of
- Altocumulus
data dis- played in a graph (e.g., by
- Stratus
telling a story, by drawing a picture), Activity: Make it rain
by comparing different parts of the
1) Put shaving cream above water in a
data and by making statements about
clear cup or glass.
the data as a whole (e.g., I looked at
2) Drip food colouring above the shaving
the graph that shows how many
cream
students were absent each month.
3) Observe food colouring drop through
More students were away in January
shaving cream
than in September.).
Water activity during day: markers for how
much water they use during the day.
10 minutes for working on project
Wrap up: turn & talk about project
Hand in projects to check their progress.

Today the class will learn about

Observation the different forms of water,
sheet to
where water comes from/bodies
assess
of water, and the types of
progress of clouds.
culminating
task
They will do an activity sheet
where they mark how much
water they use this day.
This will be beneficial to their
culminating task if they are
doing water conservation
because they can mention the
value of those bodies of water
and taking care of them.
The activity of marking their
water usage could be used in
their culminating tasks as a
pictograph how much water all
the girls used vs. water boys
used. This can be identified not
by actual measurements- but in
the number of flushes and
length of time spent washing
hands (estimated). I.e., I spent 3
minutes washing my hands so
that would count as three water
drops on the pictograph One
flush would be one water drop
on the pictograph.

Water

2.5 Investigate water in the natural

Total 50 minutes:
environment (e.g., observe and
Daily meteorologist check-in:
measure precipitation; observe and
- Hows the weather- put mark in charts
record cloud formations; observe
- Bring in rain jar & update
water flow and describe where it
Water activity- through strainer with dirt
goes; observe a puddle over time and Brita filter
record observations)
-Salty water
Filtered
3.3 Describe ways in which living
Salt water
things, including humans, depend on Fresh water
air and water (e.g., most animals,
Why do we need clean water?
including humans breathe air to stay Where does our water come from?
alive; wind generates energy,
The Magic School Bus at the Water Works by
disperses seeds; all living things need Joanna Cole.
to drink or absorb water to stay alive; 20 minutes to work on project
water is used for washing and
10 minutes to share one thing about their
bathing, transportation, energy
assignment with the class and hand in
generation)
projects.
Culminating 2.6 Use appropriate science and
Presenting their water conservation or cleaner task
technology vocabulary, including
air proposals to class with demonstration.
solid, liquid, vapour, evaporation,
Poster board
condensation, and precipitation, in
Class fair- Fair Weather, Friends
oral and written communication
They will each have their clipboards to write
down three things that they have learned
2.7 Use a variety of forms (e.g., oral, from each others proposals- hand in these
written, graphic, multimedia) to
pages with name on it after.
communicate with different audiences
and for a variety of purposes(e.g.,
create posters or media ads that
encourage care and concern for
water and air in the community)

This lesson will be beneficial for

students who are doing their
culminating task on water
conservation.
They are finding out the final
amount of water in the rain jarputting data into their
worksheets. They can use this
information in their culminating
task.
They will learn more about
where water comes from locally.

Rubric Today students will be

presenting their culminating
tasks in a class fair- Fair
Weather Friends.

3.3 Describe ways in which living

things, including humans, depend on
air and water (e.g., most animals,
including humans breathe air to stay
alive; wind generates energy,
disperses seeds; all living things need
to drink or absorb water to stay alive;
water is used for washing and
bathing, transportation, energy
generation)
**Note: You need to plan at least 5 lessons leading up to the CT. Rows may be added or deleted as is necessary for your plan.