Severe Weather Characteristics

Jordan Wargo
Grade Level: 1st Grade
Prior Knowledge:
Length of Lesson: 1 day
Standards:

Science Standard:
o E.ES.01.23 Describe severe weather characteristics
o E.ES.01.24 Describe Precautions that should be taken for human
safety during severe weather conditions.
Process Standard:
o S.IP.01.12 Generate questions about weather events based on
o

observations of temperature, rainfall, cloud cover, and wind speed.

S.IA.01.11 Share ideas about weather in Michigan through purposeful

conversation.
S.RA.01.12 Demonstrate weather and/or season concepts through

various illustrations, performances, models, exhibits, and activities.

Cross Curriculum Standard:
o 1.MD.4 Represent and Interpret data
o RI.1.9. Identify basic similarities in and differences between two texts
on the same topic (e.g., in illustrations, descriptions, or procedures).

Objective list:

The student can identify characteristics typical of severe weather

The student can take proper precautions in the event that there is severe

weather.
The student can discuss common weather characteristics with peers
The student can organize and classify information into at least three

categories.
The student can compare and contrast two pieces of text on weather.

Engage:
Materials: Magazines, Portions of butcher paper, markers, scissors
TW: Instruct the students to work in groups to find pictures of different types of
weather and then separate them into at least three sets. Separate class into groups
of 4 or 5 students and distribute magazines and butcher paper to the students. The
teacher will ask the students to draw and label categories on the butcher paper. The
teacher will give the students questions to think about while creating their
categories.
What is the same between the pictures? What is different? How can you tell?
What title would you give each category in the end? Are there any other

things you can think of that might fall under these titles? List them in the
proper categories on the butcher paper.
SW: Use good group work skills to work together to sort pictures and make
connections between types of weather. (S.IP.01.12, 1.MD.4)
Explore:
Materials: Storms (Durgin-Bruce, 2004), Wild Weather Days (Marsico, 2007)
TW:

Allow each group to explain their poster, and then the class can decide
whether they agree or disagree with their classifications. Allow for class

discussion in a safe environment. Set charts aside for the time being.
Show Wild Weather Days (Marsico, 2007) (This book introduces weather
vocabulary and connects the words with images) to the students, focusing
more on the pictures than the text. The teacher will ask the following
questions about the pictures and the information in the text.
o If you were trying to describe this image to a friend, what might you
say to them? Have you ever seen this type of weather? When and
where would you have seen this? In what part of this picture is [insert

vocabulary term] shown? How do you know? (S.IA.01.11)

Distribute copies of Storms (Durgin-Bruce, 2004), (This book provides
information on potential hazards of severe weather storms) to students. Have
students do guided reading aloud. Have them do popcorn style reading so
every child gets the chance to read aloud while pausing to ask clarifying
questions.
o Why would it be bad for [insert hazard here] to happen around your
house? What might you do to protect yourself from this type of storm?

What are some of the terms that are new for you?
Discuss the literature as a class. What is the same about the two books and
what is different? How were the differences helpful? What did the similarities
help you understand? (RI.1.9)

SW: Actively participate in class discussions and present their work in the group.
Students will listen while the books are read and respond to the questions asked.
Students will record weather terms that are new to them.
Explain:
Materials: PowerPoint presentation, a Smart Board (if possible, laminated
pictures and a white board will work if not)

TW: Present the information to the students in an interactive PowerPoint, ensure

that there is discussion about the terms and students are able to out definitions into
their own words. The PowerPoint will include:

Vocabulary list
o Severe weather, thunderstorms, thunder, lightning, tornadoes, strong
winds, heavy precipitation, blizzards, hurricanes, advisory, hail,

warning. (Weatherwizkids)
Safety precautions a person should take during a storm.
Images or video clips representing the different types of storms.

SW: Student will take notes in science notebook, including sketches of the
vocabulary terms. Each student will be given an opportunity to come up to the
board and actively participate in the lesson.
TW: Go back to the engage activity and have the students sort the old pictures and
new vocabulary into categories: good weather, mild weather, severe weather.
SW: Each child will also get the chance to come up to the board and place a picture
under the classification head.
Elaborate:
TW: Divide the class into about 4 or 5 new groups, different from the groups in the
first activity. Assign each group a different type of weather event. Instruct students
to create a skit that includes a description (in their own words) of that weather as
well as how they would suggest that others stay safe. Each student must have at
least two lines, and all must move around the stage.
SW: Work in small groups to make a skit to perform in front of the class. Each
student will have movement and at least two speaking parts. The skit will be
original and in their own words. The whole class will discuss the skits when they are
done. Discussion should focus on the characteristics of each weather phenomenon
as well as safety measures that people should take. (S.RA.01.12)
Evaluate:
Materials: Severe Weather worksheets, Severe Weather Brainrush.com
game
TW: Distribute worksheets and explain the directions. Assign Brianrush.com games,
Severe Weather Characteristics and Severe Weather, give students time to
complete both in class and ask questions.

SW: Complete the worksheet with pictures and descriptions. Students will also
achieve mastery level on both brainrush.com games. Students will ask necessary
clarifying questions.
Differentiation: For students who need it, the worksheet is easily modified. They
can do either the picture or the description, or cut down on the number of events
they need to depict. This may vary with child. For children who finish early, they
may explore other weather games found on Brainrush.com. They may need more
challenging games than the ones we planned to use and will be allowed to explore
that with the time they are given in class.
Science Background Info:
Severe weather can be defined as any type of weather that has the potential
to cause harm to people or their property. These weather events can be as common
as a summer thunderstorm, or as disastrous as a tornado or hurricane. It is
important to know how to remain safe during these weather events so that the
negative effects will be minimized. Some of the characteristics of one type of storm
may in itself be a severe weather event. A tornado storm may come from a
thunderstorm with strong winds and if a funnel cloud forms. A thunderstorm will
include thunder, lightning, and heavy precipitation. In the winter, thunderstorms
may also include hail. A blizzard is generally a winter storm that has heavy
precipitation and blowing snow. When informing the public of the severity of the
weather prediction, the National Weather Service will send out either an advisory or
a warning. An advisory is less threatening and requires that the population proceed
with caution. A warning is an announcement that a more threatening storm will
occur shortly.
Works Cited:
"Adaptive Learning Games." BrainRush. N.p., n.d. Web. 26 Jan. 2015.
Severe Weather Characteristics (flashcard game) and Severe Weather (bucket
game) Created by Jordan Wargo
Durgin-Bruce, Katie. Storms. N.p.: Scholastic, 2004. Print.
Marsico, Katie. Wild Weather Days. New York: Children's, 2007. Print.
"Weather Wiz Kids Weather Information for Kids." Weather Wiz Kids Weather
Information for Kids. N.p., n.d. Web. 24 Jan. 2015.