Topic: Tracking The Weather Grade: Kindergarten Standards:  CCSS.Math.Content.K.MD.A.

2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.  5.8.2.B.4. Atmosphere and Water: Describe daily and seasonal changes and patterns in the weather.  Objectives:  Students will be able to represent weather data by creating bar graphs.  Students will be able discuss patterns in weather conditions over time. Materials:  Smartboard  Large chart paper  Markers  Crayons  Colored pencils  Weather bar graph template (attached) Procedures: Introduction of Content  Review of what we’ve learned o “We have been learning so many exciting things about the weather these past few weeks! We have learned all about the seasons and how they affect us. We have also learned about the different types of clouds and what they look like”. o “One of the most important things that we are going to learn about the weather is how to track it!”  What is tracking the weather? o “ What do we think it means to keep track of something?”  Allow three students to respond. o “We learned so much about meteorologists and how they love to study the weather. Meteorologists watch the weather and record what is happening—they are tracking the weather. They are interested in recording whether it is sunny or cloudy, raining or snowing. Meteorologists may track weather for a week, a month or even a few years!”  Why do we track the weather?

o “Why do we think that meteorologists and other scientists track the weather?”  Allow three students to respond o “One of the reasons that people all over the world track the weather is took look for patterns and make predictions. If we learn about weather in the past, we can predict what weather may come in the future”. o “ Meteorologists use some of the same tools that we use in our classroom to track the weather. Just like we use bar graphs in math to organize our favorite ice cream flavors, meteorologists use bar graphs to track the weather. * The review of previously learned material in the introduction of the lesson is very beneficial to all students. A review gives students the opportunity to activate prior knowledge in order to understand new content. Mentioning the use of bar graphs in math class, allows students make a connection between new material Bar Graph Active Learning  “ Now that we know a little bit about tracking weather lets look at some bar graphs that meteorologists made to look at patterns in the weather” o Look at bar graph of rainfall on the smartboard.  “ This is a bar graph I made about the number of days it rained over the past four months. By looking at this graph we can compare the amount of days it rained in each of these months. Sometimes it is difficult to read such a big graph by looking at it on a screen. We are going to make this graph with our bodies to represent the same information!”  Instruct students to stand and line up on one edge of the rug. Place four pieces of paper at the front of the carpet; each with the name of a month on the graph. Start with the first month on the graph and ask, “ How many days did it rain in January?” When the students answer, ask three of them to stand behind the January paper. They will represent the number of days it rained in January (repeat for each month).  After the student bar graph is completed, ask students questions that will prompt them to notice patterns in the data. o Which month had the most rainfall? o Did it rain more days in Jan. or Feb.?

9 8 7 6 5 4 3 2 1 0 Jan. Feb. Mar. Apr. Month

* The student bar graph provides students with a movement break after sitting on the carpet. This is a great activity for students with attention deficits because it allows for appropriate movement during the lesson. The student bar graph is also beneficial for visual and kinesthetic learners. A bar graph made of students provided learners with a concrete representation of complex data. Tracking Our Own Weather  “ You all did such a great job making that bar graph about rain! Since the beginning of the year, we have been tracking the weather during our morning meeting. I want all of you to make me a bar graph about the weather that we have been tracking for this month so far.”  “ You can make the bar graph in a few different ways. I want you to include the number of days that it was sunny, rainy, snowy and cloudy. Here are some of ways that you can make your bar graph”. o Large chart paper on the floor (axis already provided). o Bar graph template on regular sized paper. o Student bar graph on the carpet. o Mixed-ability groups (students choose their own group) * Giving students multiple ways to make the bar graph differentiates the product of the students’ work. Students can demonstrate their knowledge in the way that they feel most comfortable. Students who like more structured activities will benefit from using the small bar graph at a table. Students who enjoy active learning will love making a bar graph on the floor with chart paper or on the carpet with other students.

Closure:  One student from each group will share their graph with the class.  We will use one of the large chart paper graphs to discuss what patterns we found in the weather. o What type of weather condition did we have the most? o What type of weather condition did we have the least? o Are our results consistent with the season we are in? Assessment:  Students will be able to accurately represent weather data by creating the bar graph of their choosing. A complete bar graph will include the numbers of days having sunny, rainy, cloudy and snowy conditions.  Students will be able to verbally explain patterns in weather conditions. Students who understand patterns in weather will be able to explain: what weather condition occurred the most and what weather condition occurred the least. Students will also be able to explain whether or not their data is consistent with the season. For example, students should be able to explain that there were zero snow days in April because the season is spring.

* Adaptations to parts of the lesson or activities.

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