Weather Second Grade Lessons

1. TransdisciplinaryVocabularyStrategies By: HeatherPiddington, Christine Colon, Kelly Budnick and Karen Redd WeatherSecond Grade Lessons

2. MathMeasuring Weather • Book Title & Author: • How Tall How Short How Far Away by David Adler • Weather and Climate by Christine Caputo • Vocabulary Words: • How Tall How Short How Far Away: Measure, width, height, length, distance • Weather and Climate: Symbols, temperature, thermometer • Special Notes to Teachers: • The teacher may want to discuss the various uses of a thermometer. • Standard: • CCSS.Math.Content.2.MD.D.10 -Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph.

3. MathVocabulary Strategy Summary • This math unit is on measurement. This lesson will focus on: How to measure temperature and weather conditions. • The teacher will read “How Tall How Short How Far Away” first. This book was chosen because it is about how to measure objects’: width, height, length and distance. This is what most kids think of when they hear the word measurement and math. This will be used to activate prior knowledge about measurement (students have already learned this). Words they may need to review are: measure, width, height, length, and distance. The class will review the words by making movements. Then, when the teacher reads the book, she/he will encourage the students to make the movements again as they hear the words read. • At the end of the story the class will review what types of things were measured in it. Then the teacher will ask: “What about weather? Can we measure weather?” Then students will turn and talk.

4. MathVocabulary Strategy Summary • Next the teacher will read pages: 14-16 in the book: “Weather and Climate.” These pages discuss different conditions of weather such as: sunny, rainy, cloudy, and partly cloudy. It then talks about measuring temperature. Words they will need to learn are: symbols, temperature, & thermometer. To help them learn these words they will create personifications. Personifications will make them not only think about the meaning, but they will also have to create a visual to represent it. They will create characters to go along with the words. Several students will get to share their work. • Then for the next several weeks, students will use a bar graph to track the temperature outside, and use symbols to track and record weather conditions.

5. MathVocabulary Strategy Summary Personification Example

6. ScienceTypes of Precipitation: Snow • Book Title & Author: • Blizzards- by Christine A. Caputo • The Biggest Snowball Fight!- by Angela Shelf • Vocabulary Words: • Blizzards: Snow, precipitation, snow flurries, snow showers, snow squalls, blizzards. • The Biggest Snowball Fight!: Town, waded, invent, slide • Special Notes to Teachers: • Depending on where the students live, like Florida, they may have limited schema on snow. Therefore, the teacher may want to show a video or pictures. • Standard: • SC.2.E.7.Su.a- Recognize types of weather and match to the weather outdoors.

7. ScienceVocabulary Strategy Summary • This unit in science is to teach students about the different type of weather. This lesson will focuses on: Snow. • The Biggest Snowball Fight!- Before the teacher reads the book, he/she will ask their students to help create a Brainstorming Web centered on the word “Snow.” This is a great way to activate students’ schema about the upcoming topic. It will also show the teacher how much background knowledge the students already have. This book was chosen to get students excited about snow. The four words students need to know are: town, waded, invent, and slide. The word town is mentioned many times, and students may not fully understand the difference between town, city, country, state, and community. Waded is a verb that most students are not familiar with and should know when describing someone trying to walk through snow. Invent is a word that students have heard and are familiar with, but seem to have a difficult time defining in the early grades. Slide has more than one meaning so it is important they understand the correct meaning for this book.

8. ScienceVocabulary Strategy Summary Brainstorming Web Example

9. ScienceVocabulary Strategy Summary • Before reading the story, the students will draw 4 squares in their vocabulary journals. In the squares students(with teacher guidance) will define the words and illustrate a picture to go along with it. • After reading the book, the class will go back to the web and add any more ideas they have after listening to the story.

10. ScienceVocabulary Strategy Summary • The next book the teacher will read is called “Blizzards.” The teacher will read pages 4-5 (introduction to snow) and 14-15 (Types of snow). The students will need to know the following words: Snow, Precipitation, snow flurries, snow showers, snow squalls, and blizzards. Students already made a web about snow so the teacher will quickly refer to that, then will tell them the definition of precipitation (any form of water that falls from clouds to the earth surface). Next, the teacher will have them turn and talk to a partner about all the kinds of precipitation they can think of. After that, the teacher will have them share with the whole class and he/she will record their answers on chart paper. • Then the teacher will read the pages and discuss the four types of snow mentioned. To help the students remember the similarities/differences of the four types, they will create a foldable. The foldable will have: the word, definition, and picture. (Depending on where students live, the teacher may need to show video clips of each type of snow).

11. ScienceVocabulary Strategy Summary Foldable Example

12. ReadingIt’s Raining, It’s Pouring Orange Juice • Book Title & Author: • Cloudy with a Chance of Meatballs By Judy Barrett. Drawn by Ron Barrett. • Pickles to Pittsburg by Judy Barrett. Drawn by Ron Barrett. • Vocabulary • Cloudy with a Chance of Meatballs:Prediction, Drizzle, Frequently, Downpour, Occasionally • Pickles to Pittsburg:Storm, Landscape, Reservoirs, Approach, Front • Standard: • Number: LA.2.1.6 • Title: Vocabulary Development • Description: The student uses multiple strategies to develop grade appropriate vocabulary. • Type: Standard • Subject: NGSSS: Reading/Language Arts • Grade: 2 • Strand: Reading Process

13. Pre-ReadingVocabulary Strategy Summary Before reading the story, the students will fill in each vocabulary word in the Weather Word of the Day chart. The student will leave the squares blank until the story has been read aloud. After reading the story, the students will define the word, illustrate the word, provide an example of the word and then describe what the word is not. Retrieved from: http://pinterest.com/cairnrescue/word-work/

14. ReadingVocabulary Strategy Summary The teacher writes the vocabulary words on the board. Before reading the story, the teacher will introduce the story and show the students the cover of the book. “Today we are going to read a story. The story is entitled Cloudy with a Chance of Meatballs. Does anyone want to make a prediction about the story from the picture on the cover of the book?” “Before we read the story, I want to introduce some new words that we will come across. Please repeat each word after I say it.” Prediction- a statement of what will happen in the future. Drizzle – light, misty rain. Frequently– happening often. Downpour - very heavy rain. Occasionally – once in a while. “Let’s read the story. Make sure to listen for today’s vocabulary words and to think about how they are used in the story. If you hear a vocabulary word while I am reading, give me a thumb up.” After reading pages 1-15, the teacher will ask the students:“What are some of the differences between the town we live in and Chewandswallow?” and “Do you think that you would like to live in this town? Why or Why not?” After reading pages 16-23, the teacher will ask the students: "What problems are the people of Chewandswallow experiencing?“, During the salt and pepper storm, why did the people “sneeze themselves silly”? and "What would you do to fix the problems? After reading pages 24-30, the teacher will ask the students: “How did the people of Chewandswallow solve their problems?“ Adapted from: http://teachers.net/lessons/posts/1896.html

15. ReadingVocabulary Strategy Summary The teacher will define and discuss the following vocabulary words with the class to assess the students comprehension of each terms. The teacher will clarify the students misconceptions . Frequently (adverb) Frequently means happening often. What’s the word? He is afraid of germs and washes his hands frequently. I’m going to name some things that might happen. If you think it happens frequently (often), give me a thumb up. If you don’t think that it happens frequently (often), give me a thumb down. Ready? Snow falls in Alaska. There is an assembly at school. Occasional (adjective) Occasional means once in a while. Occurring from time to time. What’s the word? She gives me occasional tennis lessons. I’m going to name some things that might happen If you think it happens occasionally (from time to time), give me a thumb up. If you don’t think that it happens occasionally (from time to time), give me a thumb down. Ready? I am invited to a birthday party. I eat dinner at night with my family. Prediction (noun) A predication is a statement that something might happen or is expected to happen. What’s the word? Jean's prediction was that the coin would land heads up. I’m going to name some things that might happen. If you think scientists can predict it (guess if it will happen), give me a thumb up. If you don’t think scientists can predict it (guess if it will happen), give me a thumb down. Ready? It will rain tomorrow. The exact number of fish that a fisherman will catch in the ocean today.

16. ReadingVocabulary Strategy Summary (Continued) Drizzle (noun) Drizzle is a light, misty rain. What’s the word? It is still drizzling outside but the rainstorm is over. I’m going to name some things that might happen. If you think that it will happen after a drizzle (light, misty rain), give me a thumb up. If you don’t think that it will happen after a drizzle (light, misty rain), give me a thumb down. Ready? The flowers had tiny water droplets on them. There was a very big puddle in the road. Downpour (noun) Downpour is a very heavy rain. What’s the word? We got caught in a downpour. I’m going to name some things that might happen. If you think that it will happen after a downpour (very heavy rain), give me a thumb up. If you don’t think that it will happen after a downpour (very heavy rain), give me a thumb down. Ready? The road was flooded. I did not get wet when I went outside without an umbrella. Adapted from: http://www.free-reading.net/index.php?title=Introduce_Vocabulary:_Cloudy_with_a_Chance_of_Meatballs_%28Barrett%29

17. ReadingVocabulary Strategy Summary The teacher will give each student a Weather Word of the Day chart for each vocabulary word and write the vocabulary words on the board. The teacher will introduce the second book by showing the students the cover and stating: We are now going to read Pickles to Pittsburg, which is sometimes called Cloudy with a Chance of Meatballs II. Does anyone want to make a prediction about the story based on the picture on the cover of the book? “Before we read the story, I want to introduce some new words that we will come across. Please repeat each word after I say it.” Storm - Any disturbed state of the atmosphere that creates unpleasant weather Landscape- a section of land or scenery. Reservoirs- place where water is collected and stored. Approach - coming near. Front- the forward edge of a mass of cold or warm air.. “Let’s read the story. Make sure to listen for today’s vocabulary words and to think about how they are used in the story. If you hear a vocabulary word while I am reading, give me a thumb up.” After reading pages 1-11, the teacher will ask the students:“Does this place sound familiar? and “How is it similar and how is it different from the first story that we read?” After reading pages 12-19, the teacher will ask the students: "What have the children discovered?” After reading pages 20-27, the teacher will ask the students: “How are they helping people all over the world?” Adapted from: http://teachers.net/lessons/posts/1896.html

18. ReadingVocabulary Strategy Summary The teacher will define and discuss the following vocabulary words with the class to assess the students comprehension of each terms. The teacher will clarify the students misconceptions . Landscape (noun) Landscape is a section of land or scenery. What’s the word? -There is a spectacular view of the landscape from the top floor of their house. I’m going to name some things that may or may not be a landscape. If you think that it is landscape (a section of land), give me a thumb up. If you don’t think that it is landscape (a section of land), give me a thumb down. Ready? -A big wave in the ocean. -Trees and flowers on a mountain. Storm (noun) A storm is any disturbed state of the atmosphere that creates unpleasant weather. What’s the word? -There was a storm watch in effect. I’m going to name some things that may or may not happen during a storm (any disturbed state of the atmosphere that creates unpleasant weather). If you think that it could happen during a storm (any disturbed state of the atmosphere that creates unpleasant weather), give me a thumb up. If you don’t think that it could happen during a storm (any disturbed state of the atmosphere that creates unpleasant weather), give me a thumb down. Ready? -We went to the beach. -We stayed in the house with the windows and doors shut. Reservoir (noun) A reservoir is a place where water is collected and stored. What’s the word? -Towns have reservoirs for their water supply.  I’m going to name some things that may or may not be a reservoir. If you think that it is a reservoir (a place where water is collected and stored), give me a thumb up. If you don’t think that it is a reservoir (a place where water is collected and stored), give me a thumb down. Ready? -The big area in our city that is filled with water. -A thimble that my mother uses for sewing.

19. ReadingVocabulary Strategy Summary (Continued) Approach (verb) To approach is to coming near. What’s the word? -The approach of a fox woke the chickens. I’m going to name some things that may or may not mean approaching. If you think that it means approaching (to coming near), give me a thumb up. If you don’t think that it means approaching (to coming near), give me a thumb down. Ready? -As we drove past the store it became smaller in the distance. -Our dog was running toward us quickly with his tail wagging. Front (noun) A front is the forward edge of a mass of cold or warm air. What’s the word? -It started to rain as the cold front came closer. I’m going to name some things that may or may not be a front. If you think that it is a front (forward edge of a mass of cold or warm air), give me a thumb up. If you don’t think that it is a front (forward edge of a mass of cold or warm air), give me a thumb down. Ready? -The line of clouds meant that bad weather was in the forecast. -The sun was shining brightly in the sky and there were a few clouds scattered around in the sky. Adapted from: http://www.free-reading.net/index.php?title=Introduce_Vocabulary:_Cloudy_with_a_Chance_of_Meatballs_%28Barrett%29

20. Post-ReadingVocabulary Strategy Summary The teacher will discuss the weather conditions in the picture from the book Pickles to Pittsburg book. For instance, the Spaghetti and Meatball Front will be pointed out to students and the teacher will discuss the vocabulary word front (the forward edge of a mass of cold or warm air) with the students. This will help the students to form a visual representation of a front. The teacher will discuss the orange juice drizzle by asking the students if they remember, which part of the book described an orange juice drizzle.

21. Post-ReadingVocabulary Strategy Summary The teacher will place the following picture from Cloudy with a Chance of Meatballs on the Elmo. Then the teacher will read and point out the headline of the news story and discuss how it alerts the reader to what the article is all about. The teacher will ask the students what does the author of the article reveal about the weather conditions in the title of the newspaper article and in the features.

22. ReadingVocabulary Strategy Summary The teacher will read and discuss the weekly weather forecast from the Tampa Bay Times newspaper. Each symbol will be discussed along with the high and low temperatures, rain chance and the direction and speed of the wind. Each student will complete a chart about the current weather. The teacher will locate the high and low temperature from the following website on the internet: http://www.weather.com/weather/today/Tampa+FL+USFL0481:1:US Retrieved from: www. homeschoolshare.com

23. ReadingVocabulary Strategy Summary Using the information from their charts, students will write a newspaper article about the current weather. Students will choose and cut out a weather symbol to include along with a description of the current weather condition. They will also forecast tomorrow’s weather by writing another description in the area for Tomorrow’s Weather.Encourage students to use the vocabulary words that they have learned. Then, collect all the articles and display them in the classroom. Retrieved from: http://www.redferret.net/?p=31478 Retrieved from: http://www.justsymbol.com/weather-symbol-8.html

24. Social StudiesWhat’s the Weather Like Over There? • Book Title & Author: • Oh Say Can You Say What’s the Weather Today? by TishRabe Illustrated by Aristides Ruiz • On the Same Day in March – A Tour of the World’s Weatherby Marilyn Singer Illustrated by FranéLessac • Vocabulary: • Oh Say Can You Say What’s the Weather Today? Meteorologist, temperature, forecast, thermometer, weather map • On the Same Day in March – A Tour of the World’s Weather:Sleet, freezing rain, fog, hailstones • Standard: • Sunshine State Standard (SS.2.G.1) Standard 1: The World in Spatial Terms 1. Use different types of maps (political, physical and thematic) to identify map elements. (SS.2.G.1.1)

25. Social StudiesVocabulary Strategy Summary • The focus in Social Studies is geography. The focus for this lesson will be: weather around the world and symbols on a map. • Before reading the book Oh Say Can You Say What’s the Weather Today? The teacher will discuss with the class what we think a Meteorologist might do. • We will build a class KWL chart, filling in what we know and what we want to know. • Then we will read the book. After reading the book, we will go back and fill in what we have learned about a Meteorologist. • We will also visit The Weather Channel Kids! to explore more about what a Meteorologist does http://www.theweatherchannelkids.com/weather-center/careers-in-meteorology/

26. Social StudiesVocabulary Strategy Summary KWL Chart

27. Social StudiesVocabulary Strategy Summary • As we read the book, we will pause on the pages that include the other vocabulary words. Each page includes mini lessons on the meanings of those words.

28. Social StudiesVocabulary Strategy Summary • As we read the book, we will pause on the pages that include the other vocabulary words. Each page includes mini lessons on the meanings of those words.

29. Social StudiesVocabulary Strategy Summary • Before reading the book On the Same Day in March we will look at globe as a class and discuss some of the places we can identify on the globe. • As the children identify countries we will list them as a class for later. • After reading we will pull up the website www.1000wordsandcounting.files.wordpress.com/2013/02/marchmap.pdf to find weather at locations on a virtual map all over the Earth. • The website above has links to virtual videos of current weather in locations all around the world. Children can click on live links that will show them what the current weather is in that city and they will see a live video feed of the city at that time of day.

30. Social StudiesVocabulary Strategy Summary Virtual Weather Map Click picture for link to page

31. Social StudiesVocabulary Strategy Summary • The students will then use weather words to describe weather in those locations, listing the following • High temp • Low temp • Precipitation • 1 sentence to describe weather • 3-5 weather words to describe weather

32. Social StudiesVocabulary Strategy Summary • Finally, students will draw a weather map of our town. • Use symbols to show the weather of the day. • Draw a weather map for the weather of different places we listed as a class, using the internet to find out the weather: • Label the symbols on the weather map to show different types of weather & use the weather words we have learned throughout our unit on weather.

33. References • Adler, A. D. (1999). How Tall How Short How Far Away. Washington, DC: Holiday House. • Barrett, J. (1978). Cloudy With a Chance of Meatballs. New York, NY: Simon & Shuster, Inc. • Barrett, J. (1997). Pickles to Pittsburgh. New York, NY: Simon & Shuster, Inc. • Blachowicz, C., & Fisher, F., J. (2010). Teaching Vocabulary in All Classrooms. Boston, MA: Pearson Education, Inc. • Caputo, A. C. (2011). Blizzards. New York, NY: Scholastic Inc. • Caputo, A. C. (2011). Weather and Climate. New York, NY: Scholastic Inc • Medearis, S.A. (2001). The Biggest Snowball Fight! New York, NY: Scholastic Inc. • Rabe, T. (2004). Oh Say Can You Say What's the Weather Today? New York: Random House. • Singer, M. (2000). On the Same Day in March. New York: Harper Collins.