• 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.

Standards

• 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.

Adaptations

• 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.