Day 1:

Introduction to
Weather
Rain, Sleet, Hail,
Snow
Before: KWL Chart.
Students will
complete the K and
the W as normal
and then complete
the L as What I
Need to Learn to
know what I Want
to. (O)
Storm Chasers
Video (H) (T)
During:
Precipitation
Foldable. Write the
characteristics of
each type of
precipitation under
each flap.
After: Storm Chaser
Video. Bring the
class together for a
connections
discussion. How are
the types of
precipitation

Day 2: Types of
Storms
Hurricanes,
Tornadoes,
Thunderstorms
Before: Spark
Activity. Ask
students about
storms that they
have experienced
and discuss what
they experienced
through their five
senses. (T)
During: Comb,
wool, and
spark=lightening
activity, pop a
paper bag=
thunder activity.
Similarity and
difference chart for
Hurricanes and
Tornados. (E1)
After: Graffiti Wall
of all the words of
the day in their
interactive
notebooks. (R)
Homework: Have

Day 3:
Measurement
Tools
Before Quick
Images
During: Take
students outside
and show them the
different tools for
weather. Have
students test out
each tool and do
turn and talks
during which
students will
discuss why each
tool measures what
it does. Teacher will
listen for students
to match each tool
with the correct
thing that it
measures. (E1)
After: 10,000 Dollar
Pyramid (T)

Day 4:
Measurement
Tool Design
Before: Explanation
of STEM activity
During: Students
will use specified
materials to design
their own weather
measurement tools.
Each table will be
responsible for a
individually making
either a barometer,
rain gauge,
thermometer (way
to hold
thermometer to be
left outside), or
anemometer.
Students may work
together but they
must make their
own tools. (E1)(T)
After: Presentation
of tools
Homework:
Students will write
an explanation of
how each

Day 5: Testing of
Measurement
Tools/Finish Tool
Design
Before: Finish tool
presentations
During: Test tools
outside and finish
portfolio reflections
After: Recap of the
unit thus far. Have
students play
around the world
with a ball to share
their most learned
information thus
far. (E2)(R)
Allow students time
to collect data for
final project.

related to
previously learned
material? What did
the video display?
What is happening
next in the unit and
how is precipitation
connected? (W) (R)
Homework: Have
students define
each type of
precipitation in
their own words
using their
foldables

students make a
hurricane in a jar
and write a
reflection on why
its called a
hurricane and what
the characteristics
of a hurricane are.
(E2)

Day 6: Cloud
Types
Introduction
Cumulous, Stratus,
Cirrus,
Cumulonimbus
Hurricanes,
Thunderstorms,
Tornados
Before: Students
use their genres
sheet to brainstorm
about clouds

Day 7: Cloud
Types &
Associated
Weather
Cumulous, Stratus,
Cirrus,
Cumulonimbus
Hurricanes,
Thunderstorms,
Tornados
Before: Work on
Think-Tac-Toe
Boards. If finished,

measurement tool
works.
Have those that
finish take their
tools outside to
begin data
collection for final
project

Day 8: Pressure
Systems & Fronts
High/Low;
Cold/Warm
Before: Rising Air
demonstration
During: Videos and
animations on air
pressure and fronts.
Keep Your Head
Up by Andy
Grammer parody
After: KWL Chart

Day 9: Pressure
Systems and
Fronts
Turn in Think-TacToe Board

Day 10:
Connecting the
Content
Turn in Learning
Menu

High/Low;
Cold/Warm
Before: Pressure
and Front Word
Splash
During: Pressure
and Fronts Learning

Students will
complete the What
do I Wear PBE
activity (E1)
Data collection for
final project

Rain in a Jar activity

to explain
cumulous clouds.
Explanation of
other cloud types
by having students
make an accordion
booklet.
During: Cloud
Think-Tac-Toe Board
(E1)(T)
Homework: Finish
Think-Tac-Toe Board
Data collection for
final project

Day 11: Map

Design
Introduction
Before: Check
todays weather
maps and finish
collecting data for
the day
During: Begin

create poster
displaying the
different cloud
types using cotton
balls.
During: Cloud video
PBE in teams (T)
After: Sharing of
videos
Homework: Short
take home cloud
and precipitation
quiz with
explanations.
Think-Tac-Toe Board
if not finished
Data collection for
final project

(R) (E2)
Homework: Finish
Think-Tac-Toe

Day 12: Map

Design
Continue working
on cumulative map
PBE

Day 13: Map

Presentations
and Evaluations/
Wrap Up
Present maps and
have students
evaluate
themselves based
on rubric before

Data collection for

final project

Menu (E1)(T)
After: Weather
Connections Exit
Ticket (R)
Homework: Finish
Learning Menu
Data collection for
final project

Day 14: Weather

Test

cumulative map
PBE (E1)(T)

turn in (R)(E2)

Day 8: http://allthingsupperelementary.blogspot.com/2013/06/WeatherUnitFourthGradeAmberThomas.html
Using before, during and afters helps to make the unit organized or the O under the WHERETO acronym.
Also, organizing the unit based on simple to complex/concrete to abstract brings in the O part of the
acronym.