Knowledge and Skills Statement
Earth and space. The student knows that the natural world includes earth materials that can be observed in systems and processes.
Demonstrated Proficiency
Display a picture of various weather conditions. Have students describe appropriate clothes for the weather, including special equipment or products needed for each picture (umbrella, sunscreen, etc.). Have them complete a sentence stem about their choices based on the weather conditions. Students should be able to explain that they want to wear a jacket when it is windy and cold because the wind makes them feel colder. They might also say they don't want to wear a jacket if it is windy and warm because the wind helps them feel cooler in the warm temperatures.
Further Explanation
When students describe the weather, educators should name the academic vocabulary for the characteristic of weather they describe. For example, when students describe the weather as hot, the educator should explain that they are describing temperature.
When students describe sky conditions, they may describe various cloud types as wispy, fluffy, dark, grey, white, overcast, stretched, or foggy. Recognizing the shape, color, and quantity of clouds will help students understand the role of clouds in weather. This will inform their understanding of the impact of weather on daily choices. For example, a person might prepare for a rainstorm when there are dark clouds.
Supporting Information
Research
Glen, Nicole J., and Lara K. Smetana. “Dress for the Weather.” Science and Children 47, no. 8 (2010): 32–35. http://www.jstor.org/stable/43175634.
Summary: In this article, the 5E (Engage, Explore, Explain, Elaborate, and Evaluate) learning cycle is used to teach elementary students how weather can impact our daily choices, such as what we wear for different types of weather. The teacher starts with a pre-assessment to determine what students already understand and dress for the weather. Students analyze weather data for certain times of the year and decide what type of clothing would be most appropriate and why. Students can do this in pairs or as a class, but students must have a collaborative conversation. The class also discusses the difference between weather and climate and how different parts of the country experience various temperatures and daily weather.
Research
n.a.“Why Weather? Top 3 Reasons to Teach Weather.” (blog). Earth Networks: Education. April 2018. https://www.earthnetworks.com/blog/4-reasons-to-teach-weather-science-to-all-students/.
Summary: This blog lists why it is important to teach students about the weather. Many scientific skills are used to describe the weather, such as making observations and collecting data.