Let's Forecast the Weather!
- Grades: 1–2
- Unit Plan:
- Recognize different kinds of weather.
- Speak about the weather forecast.
- Amplifier (optional)
- Digital video camera
- Internet access
- Large screen TV
- Suit jacket and/or lab coat (optional)
- United States or world map
- What's the Weather Today? by Allan Fowler
Set Up and Prepare
- Have Weather Watch on the computer ready for viewing.
Step 1: Read, What's the Weather Today? By Allan Fowler.
Step 2: View Weather Watch to learn more about weather and weather forecasting. Why do people want to know what the weather will be?
Step 3: Discuss what a meteorologist does and how the weather is forecasted on television.
Step 4: Discuss what would be needed to set up a television area for forecasting the weather.
Step 5: Set up the weather forecaster area using the large classroom map, a pointer stick, a microphone connected to an amplifier, a play suit jacket or lab coat, and a digital video camera on a tripod.
Step 6: Help each student write a sentence that could be used during a weather forecasting session. Use the weather words from the word cloud of the previous lesson. Have students who finish their sentence quickly, write a second sentence telling people what they should do because of the weather in the first sentence. Example: Because it is going to rain tomorrow you should wear a jacket.
Step 7: Take turns role-playing weather forecasting. Students can use their sentences or ad-lib, whichever you prefer. Videotape the performance so the students can view their forecast on TV later.
- Read Who Cares About the Weather? by Melvin Berger.
- Learn more about weather and play weather games with this fun Web site.
Students, when you have time during the day, look at our weather words on the cloud. Decide what you would do if someone said those words to describe the weather that is coming. Example: If tomorrow were going to be warm and sunny, what would you do? Wear shorts? Go to the beach? Be ready with answers. I am going to surprise you.
(The teacher can randomly call children's names during the day and ask the weather question. Use devices such as names on a list or Popsicle sticks with names on them in a can, to make sure that every child's name is called.)
- Was there enough time?
- Did students feel that the television forecasting session was an authentic reason for writing the sentence?
- Were the students successful or frustrated speaking about the weather?
- How many students were able to identify a type of weather?
- How many students were comfortable speaking about weather to an audience?
- How many students are able to explain why people need weather forecasting?
Copies of the weather forecasting video will be saved for their assessment portfolios.