Interactive Weather Wall for First Graders
Created byBetsy Roxburgh
17 views0 downloads

Interactive Weather Wall for First Graders

Grade 1Science3 days
In this interactive project, first-grade students explore daily weather patterns and their impacts on living and non-living organisms by creating a classroom weather wall. Through activities involving weather instruments, pattern classification, and daily observation, students learn to observe, record, and analyze weather conditions. They also investigate how weather affects local habitats using models and engage in discussions, fostering understanding through hands-on learning and collaborative reflection.
Weather ObservationClassificationHabitat ImpactWeather InstrumentsInteractive Learning
Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.
📝

Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we observe, record, and classify daily weather patterns to better understand their impact on living and non-living organisms and their habitats?

Essential Questions

Supporting questions that break down major concepts.
  • What are the basic weather patterns we can observe daily?
  • How do we create a chart to record and report weather changes?
  • What criteria can we use to classify different types of weather?
  • How can weather influence the habitat of living and non-living organisms?
  • What tools and instruments help us measure weather changes?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will understand and identify basic weather patterns such as sunny, cloudy, rainy, and windy.
  • Students will learn how to categorize and classify weather patterns and their impact on the environment.
  • Students will explore how weather affects living and non-living organisms and their habitats.
  • Students will develop skills to use weather instruments such as thermometers and barometers to report weather changes.
  • Students will be able to create a weather chart to observe and record daily weather changes.

PA State Science Standards

3.1.1.A5
Primary
Distinguish between living and non-living things. Identify characteristics of living things.Reason: The project involves understanding the impact of weather on both living and non-living entities, aligning with distinguishing and identifying characteristics of living things.
3.3.1.A5
Primary
Describe basic weather conditions and how they are measured.Reason: Students will observe, record, and classify weather patterns, focusing on describing weather conditions, which aligns with this standard.

NGSS

K-ESS2-1
Secondary
Use and share observations of local weather conditions to describe patterns over time.Reason: Students will be actively observing and tracking local weather conditions, directly supporting this NGSS standard.
K-ESS3-1
Secondary
Use a model to represent the relationship between the needs of different plants or animals and the places they live.Reason: The project's exploration of how weather affects habitats aligns with representing the relationship between organisms and their environment.
K-PS3-1
Supporting
Make observations to determine the effect of sunlight on Earth’s surface.Reason: In analyzing weather patterns, part of the observation may include the effects of sunlight, relevant to this standard.

Entry Events

Events that will be used to introduce the project to students

Weather Wizard's Surprise

Start with a mysterious package delivered to the classroom containing unusual weather instruments and data marked "confidential." Students are tasked with understanding these instruments and their connection to daily weather phenomena, sparking curiosity to explore how weather affects the environment and living creatures.
📚

Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Weather Instrument Exploration

Students will start by engaging with the mystery package filled with weather instruments. This will kickstart their understanding of different weather phenomena and the tools used to measure them. They will learn to identify instruments like thermometers and rain gauges and match them to the weather elements they measure.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Open the mysterious package delivered to the class and explore the contents, identifying all the weather instruments provided.
2. List down each instrument and pair it with the correct weather element it measures (e.g., thermometer for temperature).
3. Discuss what each weather element means and how it can affect the environment.

Final Product

What students will submit as the final product of the activityA list matching weather instruments to the elements they measure, paired with brief descriptions of each element.

Alignment

How this activity aligns with the learning objectives & standardsPA State Science Standards 3.1.1.A5, focusing on identifying characteristics related to weather.
Activity 2

Weather Pattern Classifier

Building on their understanding of weather elements, students will now explore various weather patterns observed in their local environment and classify them into categories such as sunny, cloudy, or rainy. This activity helps them understand how different weather patterns affect the local habitat and environment.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Begin by discussing different types of weather patterns observed in the local area with examples.
2. Use pictures and charts to identify and classify these patterns into categories like sunny, cloudy, rainy, etc.
3. Discuss the impact each weather pattern can have on both the living and non-living parts of the local environment.

Final Product

What students will submit as the final product of the activityA classification chart showing different weather patterns and their impacts on the environment.

Alignment

How this activity aligns with the learning objectives & standardsNGSS K-ESS3-1, focusing on the relationship between weather and habitat changes.
Activity 3

Daily Weather Chart Creation

Students will set up a daily weather chart in the classroom to record and report weather changes over time. They will begin by observing and noting down daily weather conditions, which will enhance their ability to track patterns and use their knowledge of weather elements.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Create a large wall chart divided into columns for each day of the week.
2. Every morning, observe the weather and note the current conditions using the chart (e.g., cloudy, sunny, or rainy).
3. Use weather instruments like thermometers to record data such as temperature.

Final Product

What students will submit as the final product of the activityAn interactive weather wall displaying daily recorded weather data.

Alignment

How this activity aligns with the learning objectives & standardsNGSS K-ESS2-1, which involves observing and sharing local weather conditions to describe patterns.
Activity 4

Weather and Habitat Impact Investigation

Students will delve into understanding how different weather conditions can affect living and non-living organisms around them. By using models, they will explore cause and effect relationships in a real-world context. This will deepen their comprehension of the role weather plays in an ecosystem.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Identify a local habitat and discuss how current weather conditions might impact it.
2. Create simple models or drawings to represent the relationship between the weather and habitat changes.
3. Share findings with classmates and discuss possible long-term effects of weather changes on the habitat.

Final Product

What students will submit as the final product of the activityModels demonstrating the impact of different weather conditions on local habitats and organisms.

Alignment

How this activity aligns with the learning objectives & standardsNGSS K-ESS3-1 and PA State Science Standards 3.1.1.A5, by examining the effects on habitats.
Activity 5

Sunlight Effect Observers

Building on their knowledge of weather, students will now focus specifically on the effect of sunlight. They will make simple observations and record how sunlight influences different surfaces and elements around them, integrating this knowledge into their overarching understanding of weather and environment.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Select different outdoor surfaces or elements to observe, such as soil, water, and concrete.
2. Observe these surfaces at different times of the day to note how sunlight affects them.
3. Record observations and discuss how sunlight as a weather element causes changes.

Final Product

What students will submit as the final product of the activityA set of recorded observations highlighting the effects of sunlight on various surfaces.

Alignment

How this activity aligns with the learning objectives & standardsNGSS K-PS3-1, through observing sunlight's effects on Earth's surface.
🏆

Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Weather Exploration and Impact Assessment

Category 1

Understanding Weather Instruments

Assessment of students' ability to identify and match weather instruments to the elements they measure, demonstrating basic understanding of their function.
Criterion 1

Instrument Identification

Ability to correctly identify and name weather instruments from the package.

Exemplary
4 Points

Accurately identifies all weather instruments and demonstrates advanced understanding of their functions beyond classroom discussion.

Proficient
3 Points

Identifies most weather instruments accurately and explains their primary functions.

Developing
2 Points

Correctly identifies some instruments but struggles with their functions.

Beginning
1 Points

Has difficulty identifying instruments and understanding their functions.

Criterion 2

Mapping Instruments to Elements

Skill in matching weather instruments to their respective weather elements.

Exemplary
4 Points

Correctly matches all instruments with elements, showing insightful connections.

Proficient
3 Points

Correctly matches most instruments with elements.

Developing
2 Points

Matches some instruments but with inconsistency.

Beginning
1 Points

Struggles to match instruments to weather elements.

Category 2

Weather Pattern Classification

Evaluation of students' ability to classify weather patterns and understand their impacts on environments.
Criterion 1

Pattern Identification

Ability to recognize and classify different weather patterns observed locally.

Exemplary
4 Points

Identifies and classifies all weather patterns accurately and provides examples of their impacts on living and non-living environments.

Proficient
3 Points

Identifies most weather patterns accurately and classifies them appropriately.

Developing
2 Points

Identifies some weather patterns but classifies inconsistently.

Beginning
1 Points

Struggles with accurate identification and classification of weather patterns.

Criterion 2

Impact Analysis

Ability to understand and explain the effects of weather patterns on the local environment.

Exemplary
4 Points

Thoroughly explains the impacts of various weather patterns on local habitats using examples and analogies.

Proficient
3 Points

Explains impacts of most weather patterns on local environments with clarity.

Developing
2 Points

Provides basic explanations with limited understanding of impacts.

Beginning
1 Points

Struggles to explain impacts and lacks understanding.

Category 3

Daily Weather Charting

Assessment of the ability to record and analyze daily weather changes using appropriate tools.
Criterion 1

Chart Completion

Successful creation and maintenance of a daily weather chart, recording observations accurately.

Exemplary
4 Points

Consistently completes daily chart with accurate, detailed observations and reflections.

Proficient
3 Points

Regularly completes daily chart with mostly accurate observations.

Developing
2 Points

Completes chart inconsistently with some inaccuracies.

Beginning
1 Points

Struggles to complete chart and record accurate observations.

Criterion 2

Use of Weather Instruments

Skill in effectively using instruments to record weather conditions.

Exemplary
4 Points

Uses instruments competently to record precise data, showing deep understanding of their use.

Proficient
3 Points

Uses instruments effectively to record data with occasional guidance.

Developing
2 Points

Uses instruments with assistance but records data imprecisely.

Beginning
1 Points

Struggles to use instruments correctly and record data.

Category 4

Weather Impact on Habitats

Evaluation of students' understanding of weather effects on local habitats and their ability to communicate their findings.
Criterion 1

Model Creation

Ability to create models that represent the relationship between weather conditions and habitat changes.

Exemplary
4 Points

Creates detailed, accurate models that effectively represent weather impacts on habitats.

Proficient
3 Points

Creates models that represent most aspects of weather impacts on habitats.

Developing
2 Points

Models represent basic concepts but lack detail.

Beginning
1 Points

Models are incomplete and lack representation of concepts.

Criterion 2

Classroom Presentation

Effectiveness in presenting models and discussing their findings with classmates.

Exemplary
4 Points

Presents findings clearly with confidence, using supportive visual aids and engages classmates effectively.

Proficient
3 Points

Presents findings with clarity and engages audience sufficiently.

Developing
2 Points

Presents with some clarity but struggles to engage audience.

Beginning
1 Points

Has difficulty presenting information and engaging with classmates.

Category 5

Sunlight Observation Skills

Assessment of students' abilities to observe and record the effects of sunlight on different surfaces.
Criterion 1

Observation Recording

Ability to accurately observe and document sunlight effects over time.

Exemplary
4 Points

Records detailed observations with insightful reflections on sunlight effects over time.

Proficient
3 Points

Records clear observations with some detail on sunlight effects.

Developing
2 Points

Records limited observations with inconsistent details.

Beginning
1 Points

Struggles to record observations and lacks detail.

Criterion 2

Discussion Participation

Engagement in class discussions about the observations and their significance.

Exemplary
4 Points

Actively engages in discussions, offering thoughtful insights and connections to broader weather concepts.

Proficient
3 Points

Participates in discussions, sharing relevant information with peers.

Developing
2 Points

Participates minimally, with limited contributions to discussions.

Beginning
1 Points

Rarely participates and struggles to contribute to discussions.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on how creating and using the daily weather chart helped you understand weather patterns. What did you learn from this experience?

Text
Required
Question 2

On a scale of 1 to 5, how confident do you feel in identifying and describing different weather patterns after completing these activities?

Scale
Required
Question 3

Which weather instrument did you find most interesting and why?

Text
Optional
Question 4

Out of the activities you participated in, which one helped you the most in understanding the impact of weather on the environment and why?

Multiple choice
Required
Options
Weather Instrument Exploration
Weather Pattern Classifier
Daily Weather Chart Creation
Weather and Habitat Impact Investigation
Sunlight Effect Observers
Question 5

Reflect on the relationship between weather and habitats which you explored through models in the project. How has your understanding changed or deepened?

Text
Required