Weather and Climate
Mystery Science Unit: Stormy Skies
Embedded Files
ReadyGen / Literacy Connections
ReadyGen / Science / Social Studies Connections by Grade & Unit
Unit 1 Thunder Cake (3-ESS2-1: Seasonal Weather Conditions)
Unit 2 City Homes (3-ESS2-2: World Climates)
Unit 3 Storm in the Night Knots on a Counting Rope Paul Bunyan: Growing Up Sleuth: “We Need New Tornado Warnings!”; “Taking Shelter” On the Same Day in March Living Through a Natural Disaster On the Same Day in March, A Tour of the World’s Weather Sleuth: “Weather Work”; “Be-Prepared” (3-ESS3-1: Weather-Related Hazard Solution)
Mystery Science 3rd Grade Student Notebook
Nonfiction Science Literacy Resources
Graphic Organizers / Thinking Maps
Multilingual Learner Language Expectations
3-ESS2-1: Seasonal Weather Conditions
Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. (Patterns)
Clarification & Boundary Statements
Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.
Boundary Statement: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.
3-ESS2-2: World Climates
Obtain and combine information to describe climates in different regions of the world. (Patterns)
Clarification & Boundary Statements
Clarification Statement: none
Boundary Statement: none
3-ESS3-1: Weather-Related Hazard Solution
Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. (Cause and Effect)
Clarification & Boundary Statements
Clarification Statement: Examples of design solutions to weather-related hazards could include barriers
to prevent flooding, wind resistant roofs, and lightning rods.
Boundary Statement: none
Anchor Phenomenon / Local Colorado Phenomenon Connections
Stormy Skies
The anchor phenomenon for this unit is an icy hailstorm that happens during warm summer weather. In the activity, Summer Ice Storm, students generate observations and questions about the phenomenon and create an initial explanation of how it happened.
Stormy Skies - Mystery Science Lesson / Connections to Anchor Phenomenon
Water Cycle & Phases of Matter / Where do clouds come from?
Local Weather Patterns & Weather Prediction / How can we predict when it’s going to storm?
Seasonal Weather Patterns / Where’s the best place to build a snow fort?
Climate, Geography & Global Weather Patterns / WHy are some places always hot?
Natural Hazards & Engineering / How can you keep a house from blowing away in a windstorm?
Local Colorado Phenomena Connections
Here are some local Colorado phenomena you could use to teach third graders about weather and climate:
Chinook Winds: These are warm, dry winds that descend the eastern slopes of the Rockies, causing rapid temperature increases. They can be a fun way to explore how local geography affects weather.
Rocky Mountain Snow Patterns: Discuss how snowfall in the Rockies affects local weather patterns and contributes to Colorado's water supply. This can lead to discussions about the importance of snowpack in climate systems.
Colorado's Microclimates: Explore how different areas of Colorado experience diverse weather conditions due to elevation changes, such as the difference between mountain and plains climates.
Flash Floods: Use Colorado’s susceptibility to flash floods, especially in areas like the Front Range, to discuss weather patterns and how they can impact the environment and communities.
Wildfire Seasons: Investigate how Colorado's weather patterns and climate changes contribute to wildfire risks, particularly in dry seasons, and the impact of wildfires on local ecosystems.
These phenomena can help students understand the dynamic nature of weather and climate in Colorado.
Using SchoolAI, Gemini, ChatGPT to find local Colorado Phenomena
Use the following prompt, adjust accordingly. "I am a middle school science teacher looking for a local Colorado phenomena to address NGSS standard (enter standard you are looking for... example MS-PS1-4)"
Using SchoolAI
1) Navigate to Assistants
2) Select Curriculum Coach
3) Use the prompt above
Mystery Science Units
3rd Grade Phenomenon Storylines
What is an Anchoring Phenomenon?
Mystery Science 3rd Grade Student Notebook
Stanford 3D Short Performance Assessments (Life Science 3rd Grade)
Stormy Skies - In this unit, students investigate and make predictions about the weather through careful observation of the clouds and wind. Students also learn to differentiate between weather and climate and use models to reveal global climate patterns.
Hands On, Minds On Connections
The Importance of creating Active Learners
Mystery Packs:
You should have received your Mystery Pack at the start of the school year. This includes all you should need to pair your science instruction with your literacy resources. If you have not received your Mystery Pack or need additional supplies, please contact Gunilla Godebu at the St Vrain Science Center godebu_gunilla@svvsd.org
Additional Hands on Options
PebbleGo Lessons / Activities / Videos
Nearpod Lessons / Activities / Videos
Environmental Education Connections
STEM Connections
Virtual Field Trips - National Parks, Space, Famous Landmarks, Museums, Zoos, Aquariums, Historical Sites, Theme Parks & Stadiums
CDE: Grade Level Expectations
Elementary Report Card Indicators and Brochures
Prepared Graduates:
3-10 Students can use the full range of science and engineering practices to make sense of natural phenomena and solve problems that require understanding how and why Earth is constantly changing.
Grade Level Expectation:
3.1 Climate describes patterns of typical weather conditions over different scales and variations; historical weather patterns can be analyzed.
3.2 A variety of weather hazards result from natural process; humans cannot eliminate weather-related hazards but can reduce their impacts.
Colorado Department of Education - Elementary Science Standards
Assessments / Career Connections
Elementary Report Card Indicators and Brochures
Science Database
Offers elementary students a safe place to find answers to their questions, practice research skills, and explore a broad range of subjects like animals, science and more, all in one place. Gale in Context: Elementary
3 Dimensional Science Assessments
This spreadsheet is a collection of existing assessments from across the country designed to support implementation of NGSS and similar state standards. The openly available tasks represent a wide range of task types and purposes. Some of these assessments are similar to what your students will experience on their 5th grade CMAS Exam. It is a good idea to introduce these types of assessments to students at all grade levels to better prepare them for success demonstrating their science knowledge. Combined 3D Task Inventory
Career Connections
Connecting what students are learning to careers not only deepens their engagement in school but also helps them make more informed choices about their future. Browse the following related career profiles to discover what scientists really do on the job and what it takes to prepare for these careers. For additional profiles visit your Year at a Glance Page. Gale in Context: Scientist and Inventor Biographies
Pebble Go Career Connections
Connecting students with real-world professionals can greatly enhance their understanding of weather and climate. Here are some career connections based in Colorado that you might consider:
National Center for Atmospheric Research (NCAR): Located in Boulder, NCAR offers resources and outreach programs that could be beneficial for your students.
Denver Museum of Nature & Science: They often have exhibits and educational programs related to weather and climate.
University of Colorado Boulder’s Department of Atmospheric and Oceanic Sciences: Faculty members or graduate students might be willing to give talks or virtual sessions with your class.
Local Meteorologists from Denver TV Stations: Reaching out to meteorologists from local news stations can provide students with insights into weather forecasting.
Colorado State University’s Colorado Climate Center: They provide educational resources and may have professionals available for speaking engagements or classroom visits.
Consider reaching out to these institutions to see if they have any programs or individuals available to speak with your class. Additionally, you might want to explore the Discover page on SchoolAI for Spaces related to weather and climate activities.
Connecting Thinking Maps to Science Instruction
To help students Think Like a Scientists, they need to know how to question and gather evidence in order to refine and revise what they know and understand. The information below provides suggestions for connecting Thinking Maps to our science concepts. The thinking maps listed are general connections and should not be seen as the only maps that could be used. To better understand how to use Thinking Maps in Science, reference pages 188 to 196 in your Thinking Maps Teacher Guide. Each Thinking Map listed below includes the page number where it can be found in your Thinking Maps Teacher Guide
Graphic Organizers (Science Practices & Cross-Cutting Concepts)
Thinking Maps Guide Thinking Maps Guide (Spanish)
Thinking Map Resources (Spanish)
Patterns
Critical Questions: Is there a pattern? What caused the pattern? What predictions can I make? How does this pattern compare to others?
Possible Thinking Maps:
Flow or Bridge Maps for analyzing patterns (Page 54)
Tree Map for classifying (Page 42)
Bridge Map for relationships (Page 66)
Multi-flow Map for causes of patterns and making predictions (Page 60)
Double Bubble Map for comparing / contrasting patterns (Page 36)
Cause and Effect
Critical Questions: What evidence is there for this cause and effect relationship? What are other possible causes? How is this relationship similar to others? How does changing one event affect the results?
Possible Thinking Maps:
Multi-flow Map for cause and effect (Page 60)
Partial Multi-flow Map (Page 60)
Circle Map for Brainstorming (Page 24)
Double Bubble Map for cause and effect (Page 36)
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