Poin

ts
for
Each
Leve
l

Water Cycle

Clouds

Weather
Instruments

Severe Weather

Forecasting
Weather

Create a water cycle

foldable. The cover
will show the stages of
the water cycle.
10-15 Record detailed
point information about each
s
stage inside each flap.
(15 points)

Using a camera
take photos of at
least 5 different
types of clouds.
Label each type of
cloud and record
what type of
weather is
associated with that
cloud. (15 points)

Find a picture of an
anemometer, and
hygrometer, a
barometer, a
thermometer, and a
rain gauge. Label
each picture and
describe what each
measures. (10 points)

Make a poster of
dangerous weatherrelated phenomena.
Include pictures of
each and a brief
explanation of its
cause. Should be on
poster board and have
a least 5 pieces of
information. Must
contain pictures. (10
points)

Make a crossword
puzzle using key terms
from the water cycle.
Have a classmate
20-25 complete your puzzle.
point Must have 20 words or
s
phrases and include an
answer key. (20 points)

Make an
informational
brochure about the
different types of
clouds. Include
pictures of each
type of cloud, how
to identify it, and
the weather
associated with it.
Brochure must be
8.5 x 11 paper. (25
points)

Create a weather
instrument puppet.
Have the puppet
explain how that
instrument works and
how it helps
meteorologists with
the weather in a write
up that is at least a
page long typed.
(25 points)

Create an
advertisement for a
hurricane or tornado
proof building.
Include how it is
designed and its
construction
materials. (25 points)

Choose a
national weather
map from the
newspaper or
website. Create a
worksheet with
at least 10
questions that
asks weather
based questions
about the map
and have another
student answer
the worksheet.
Include answer
key. (15 points)
Cut out the
national weather
map from the
newspaper for
one week. Write
summary at least
5 sentences long
for each day for
each map
including large
weather
patterns. (20
points)

30
point
s

Design a scientific
experiment that
demonstrates the
water cycle. Turn in a
lab report of your
findings. Lab report
must have purpose,
materials, procedure,
results, and
conclusion. (30 points)

Create an original
song to help you
remember the types
of clouds and the
weather associated
with each. Should
be 2 minutes in
length. (30 points)

Build your own

working weather
instrument (not one
we did in class). Test
it and record the data
you collect. Include
instructions on how
you constructed the
instrument. (30
points)

What is the worst

weather
phenomenon? Design
a public service
announcement
educating the public
about the dangers
and how to cope with
the weather
occurrence. Must
have at least 5 pieces
of information. (30
points)

Design a realistic
map for Topeka,
KS. Write up a
weather report
along with it that
is at least a page
long typed. (30
points)

Weather Project- Due _________

You can choose which activities you would like to do. Your total must be 50 points.
You cannot do more than one option for each topic. (Example: you can only do one project for water

cycle)
You may come up with your own activity, but you must discuss it and have it approved by Ms. Young

and she will decide how many points it is worth.

You must earn 50 points. Make sure you are completing all requirements for each activity for full

credit. Ask if you have questions!

You may work by yourself or with a partner. If you want to work with a partner, you explain each

persons responsibilities in your learning contract and have it approved by Ms. Young.
You can do extra credit for up to 10 points.

You will have a progress report _____________ where you need to have at least 15 points completed.

This will be worth 5 points.

You will have another progress report on _________ where you need to have at least 35 points

completed. This will be worth 5 points.

Your project will be due _____________

Weather Project Contract

Student(s): ________________________________________________
Choice 1

Points
Possible

Choice 2
Points
Plan for completion:
Possible

Plan for completion:

Choice 3

Points
Possible

Plan for completion:

Choice 4

Points

Plan for completion:

Possible

Choice 5

Points

Plan for completion:

Possible

Caitlin Young
6th Grade Science Weather Final Project using the strategy of learning contracts
This is a project that I would use at the end of the unit before the test as chance for students to practice
skills. They should be applying what they have learned with weather.
Students have the option of working alone or with a partner. Students would present their projects to small
groups of four.
Content is differentiated as students have several different topics that they will be working on. Product is
also differentiated because students are able to pick different modes of expressing how they want to show
their understanding.
Readiness is considered because the lower point activities require lower level skills and more supports and
the higher point activities are more challenging. Students can choose activities, with my guidance, that are

appropriate for their level, but they are all working on the same topics. Interest is also include because
students can pick the projects that are most interesting to them. Students also have the opportunity to
create their own project if they want. There are also multiple learning styles incorporated.
The goal of the lesson is to incorporate the information they have learned throughout the weather unit and
be able to express their understanding in a variety of modes. By presenting their products to others students
should have an opportunity to review all the topics either by presenting themselves or listening to the
presentations.
Using pre-assessment and formative data, I would know which supports certain students would need
throughout the project. For example if I saw that a student struggled with the water cycle throughout the
formative assessments through the unit, I would provide them with a quizlet set of the vocabulary or maybe
a website with a simulation. I would encourage my advanced learners to pick higher point projects or design
their own. I would provide books, resources, and websites for the students. When going over their contracts,
I would encourage students to use notes and other assignments that they completed throughout the unit or
recommend a resource for them. My students also all have chromebooks that they can use for this project,
which should give them the ability to create all of the products. When planning this strategy, I used the
criteria set forth by Carol Tomlinson for creating learning contracts in the appendix.