1. During an investigation into types of weather, have students work in small groups to study a particular type of weather event such as a thunderstorm, hurricane, tsunami, etc. Provide text resources for students, as well as teacher approved Internet web sites. Once research is complete, student groups will prepare a presentation on their selected topics.
2. Before presenting their research to classmates, students use Crayola Color Wonder™ Markers and Paper to create a picture of the weather event. Here is an example of one way to show a rainy day scene. Begin by coloring and tearing out a Color Wonder Paper circle to make a big yellow sun. Glue the sun on a colored construction paper background.
3. Tear several clouds from Color Wonder Paper. Crumple them up and unfold them. Color the rain clouds to look stormy—the folds will look a bit darker and add texture. Glue the clouds into your picture.
4. Next make raindrops. Color a big area of blue with Markers. Tear it into tiny raindrops. Glue them falling from the rain clouds.
5. Students complete pictures with a rainbow, grass, flowers, or even themselves with an umbrella. Student groups plan to display their pictures as visuals during presentations.

LA: With prompting and support, ask and answer questions about key details in a text.

LA: Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic

LA: Participate in shared research and writing projects.

LA: Add drawings or other visual displays to descriptions as desired to provide additional detail.

SCI: Develop, use, and share representations of weather conditions to describe changes over time and identify patterns.

SCI: Analyze weather data to determine that some kinds of severe weather are more likely to occur than others in the local region.

SCI: Ask questions and obtain information on how forecasting of severe weather can help keep people safe.

VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

VA: Use visual structures of art to communicate ideas.

VA: Select and use subject matter, symbols, and ideas to communicate meaning.

Possible classroom resources include: Groundhog Weather School by Joan Holub; National Geographic Kids Everything Weather: Facts, Photos, and Fun that Will Blow You Away by Kathy Furgang; Eye Wonder: Weather by DK Publishing;

Students create a visual art piece for several weather occurrences, such as a sunny day, a cloudy day, freezing rain, snow, tornadoes, etc. Label each piece. Be prepared to present the sketch and explain.

Students identify weather typically experienced in their hometown. Students explain how each type of local weather affects them and their homes.

Students investigate the career of a meteorologist. What education do you need to be a meteorologist? Where could you work? Students write an original weather forecast, design costumes, and videotape the forecast. Upload the video to a classroom computer for future viewing.

Invite a local meteorologist to speak with students about his career. Prior to the visit, students compose questions for the expert. After the meeting, students post learning to a class blog or discuss new learning in small groups.